UNIVERSITY  OF  CALIFORNIA. 


OF  THE 

UNIVERSITY 


. 

SKETCH 

OP  THE 

PLAN 

OP  THE 

AMERICAN    SUNDAY-SCHOOL    UNION 

FOR  SUPPLYING 
4 

A  CHOICE  LIBRARY 

OP 

MORAL,  RELIGIOUS,  AND  INSTRUCTIVE 

BOOKS, 


PUBLIC  AND  PRIVATE  SCHOOLS,  FAMILIES, 
FACTORIES,  &c. 


A   DESCRIPTIVE    CATALOGUE 


THE  LIBRARY. 


JSES 


IBS. 


RACKLIFF    &    KING 

1838. 


HXSC     EMENDATIONS 

OF    THB 

PLAN  PROPOSED  IN  THIS  PAMPHLET. 

GENERAL      


From  John  T.  Norton,  Esq. 

ALBANY,  Sept.  28th,  1833. 

Dear  Sir — An  effort  will  be  made  in  this  State  the  ap- 
proaching winter  to  obtain  a  law  authorizing  a  tax  in  each 
school  district  for  the  purpose  of  establishing  libraries  in 
each  school.  Should  this  go  into  effect,  of  which  I  have 
little  doubt,  our  ten  thousand  schools  may  most  of  them  pro- 
bably be  induced  to  take  a  good  many  of  your  books. 

The  subject  of  cheap  school  and  other  books  is  receiving 
increased  attention,  and  your  Society  have  great  advantages, 
which  they  must  be  careful  not  to  lose. 


From  the  same. 


FARMING-TON,  (Conn.)  March  llth,  1837. 
The  Sunday-school  Union  are,  to  some  extent,  prepared 
already  to  furnish  suitable  books,  and  could  much  sooner 
occupy  the  field  than  any  new  association.  I  know  of  no 
way  in  which  the  Union  could  do  so  much  good,  and  I  most 
heartily  wish  that  it  may  enter  upon  it. 


From  the  Hon.  Henry  Potter,  Judge  of  the  District  Court 
of  the  United  States  for  the  District  of  North  Carolina. 

FAYETTEVILLE,  30th  Jan.  1838. 

Dear  Sir — I  avail  myself  of  your  suggestion  to  express 
my  hearty  concurrence  in  the  resolution  of  the  last  annual 
meeting  of  the  American  Sunday-school  Union,  requesting 
the  Board  of  Managers  to  extend  the  "circulation  of  their 
publications— especially,  in  preparing  and  furnishing,  at  low 


USEFUL  LIBRARIES 


PUBLIC  AND  PRIVATE  SCHOOLS,  AND  FOR  FAMILIES. 


As  early  as  September,  1833,  a  distinguished  merchant  in 
Albany  called  the  attention  of  the  Board  of  Managers  of  the 
American  Sunday-school  Union  to  the  use  which  might  be 
made  of  our  publications  in  public  schools ;  and  in  May,  1 837 
a  southern  gentleman  laid  before  the  Board  a  file  of  upwards 
of  forty  letters  on  this  subject,  received  by  him  in  answer  to 
a  circular  letter  which  he  had  sent  abroad. 

The  substance  of  the  circular  was  as  follows :  That  there 
,  are  80,000  public  schools  in  the  United  States,  in  which  are 
taught  from  2,000,000  to  2,500,000  children ;  that  the  moral 
influence  of  these  schools  is  not  generally  such  as  to  promise 
happy  results  ;  that  the  establishment  of  small  libraries  of 
moral  and  religious  books,  (such  as  are  published  by  the  Ame- 
rican Sunday-school  Union,)  in  such  of  these  schools  as  might 
wish  for  them,  would  contribute  much  to  their  improvement ; 
and  that  the  individuals  to  whom  the  circular  was  addressed, 
would  confer  a  favour  by  expressing  an  opinion  whether  there 
is  any  solid  or  sufficient  objection  to  the  effort  1 

In  his  reply  to  this  circular,  President  OLIN,  of  Randolph- 
Macon  College,  Va,,  says,  "I  approve  of  the  enterprise.  It  will,if 
carried  into  effect,  arouse  the  energies  of  millions  both  of  pa- 

1 

"R80 


RACKLIFF    &    KING 

1838. 


rents  and  children,  and  will  attract  additional  attention  to  the 
important  subject  of  common  education." 

Bishop  MclLYAiNE,  of  Ohio,  says,  "  I  believe  such  libraries 
as  you  indicate  would  be  great  blessings  to  the  schools,  and 
their  neighbourhoods,  and  I  see  no  important  objection  to 
the  plan." 

Judge  DAGPGETT,  of  the  Supreme  Court  of  Connecticut, 
says,  "  I  can  see  no  objection  to  the  proposed  plan." 

Hon.  FRAJTCIS  S.  KET,  of  the  District  of  Columbia,  says, 
*'  I  think  your  scheme  for  furnishing  libraries  to  the  common 
schools  a  thing  very  desirable  to  accomplish." 

Chancellor  WAL WORTH,  of  New  York,  says,  "I  am  im- 
pressed with  the  belief  that  much  good  would  result  from 
having  a  small  and  select  library  of  moral  and  religious  books 
attached  to  each  of  our  common  schools." 

Governor  VROOM,  of  New  Jersey,  says,  "I  think  the  insti- 
tution may  profitably  expend  a  part  of  its  funds  in  the  manner 
proposed." 

Not  a  single  letter  expressed  an  opinion  adverse  to  the 
effort,  and  at  the  annual  meeting  of  the  society  in  May  last, 
a  resolution  was  introduced  by  B.  W.  Richards,  Esq.,  late 
mayor  of  the  city  of  Philadelphia,  which  was  seconded  by 
Hon.  Judge  Potter,  of  the  United  States  Court  for  the  Dis- 
trict of  North  Carolina,  instructing  the  Board  to  take  early 
and  efficient  measures  to  respond  to  the  call  thus  made. 

From  among  the  four  or  five  hundred  publications  of  the 
society,  one  hundred  and  twenty-one  volumes  were  selected, 
such  as  the  movers  of  the  plan  seemed  to  contemplate.  They 
are  generally  entertaining  and  instructive  biographies ;  histo- 
ries of  the  manners  and  customs,  rites  and  ceremonies,  of  various 
countries  and  nations;  and  stories  illustrating  the  great  prin- 
ciples of  social  and  personal  duty,  such  as  truth,  forgiveness, 
temperance,  humanity,  honesty,  obedience  to  parents,  &c. 


They  are  simple  in  style,  adapted  in  matter  and  manner  to 
the  circumstances  of  school  children,  and  moat  salutary  in 
their  influence  on  the  order,  prosperity,  and  morals  of  society. 

The  libraries  are  done  up  in  uniform  binding— each  volume 
numbered  to  correspond  with  its  number  on  the  catalogue ; 
and  the  lettering  to  be  according  to  order — C.  S.  L.  for  com- 
mon school  library,  or  P.  S.  L.  for  public  school  library,  or  F.  L. 
for  family  library,  or  C.  L.  for  children's  library,  &c.  They 
are  put  up  in  a  plain  case,  with  a  lock  and  key,  and  all  neces- 
sary hangings  and  fastenings.  Upon  the  door  the  words 
SCHOOL  LIBRARY  are  painted,  which  may  be  altered  to  suit 
circumstances.  On  the  inside  of  the  door  we  paste  a  catalogue 
sheet  of  the  library,  and  furnish  fifty  catalogues  besides,  in 
which  the  design  and  contents  of  each  volume  are  concisely 
described.  These  are  for  the  use  of  teachers  and  pupils. 
The  case  is  put  in  a  box,  and  so  packed  as  to  be  safely  trans- 
portable  to  any  part  of  the  country,  and  the  whole  together 
is  sold  for  THIRTY-THREE  DOLLARS.  When  it  reaches  itg 
destination,  the  case  is  removed  from  the  outer  box,  and  is  all 
ready  to  suspend  in  the  school-room,  arranged  for  immediate 
use.* 

A  sample  of  this  library  has  been  exhibited  to  many  gen- 
tlemen, and  the  expression  of  pleasure  and  satisfaction  has 
been  uniform  and  unqualified. 

Two  hundred  and  fifty  sets  only  will  be  prepared  at  pre 
sent,  and  for  several  of  these  we  have  orders.  We  suppose 
there  are  several  thousand  school-districts  in  the  country,  ,IES. 

whose  inhabitants  generally  will  be  glad  to  avail  themselves 
of  such  means  of  moral,  social,  and  intellectual  improve- 
ment. 

*  These  cases  could  be  made  larger  without  any  material  increase 
of  expense,  and  thus  furnish  oom  for  additional  books,  if  desired;  or 
they  could  be  made  smaller,  at  a  corresponding  reduction  of  price. 


RACKLIFF    &    KING 


1838. 


LIBRARY   OPENED. 


A  few  considerations  are  submitted  to  candid  and  reflecting 
men. 

I.  This  movement  of  the  American  Sunday-school  Union 
interferes  with  no  rights  or  interests  of  others.     We  simply 
offer,  to  such  as  wish  for  it  and  will  pay  for  it,  a  choice  library 
of  books  for  children  at  school.     It  is  understood  that  the  va- 
rious school-districts  are  at  liberty  to  purchase  whatever  class 
or  kind  of  books  they  choose ;   and  we  place  ourselves  on  a 
footing  with  all  other  publishers  and  venders  of  books  when 
we  offer  our's  for  their  acceptance.     The  field  is  wide  enough 
and  destitute  enough  to  need  all  the  labour  that  can  be  be- 
stowed upon  it. 

II.  It  is  not  expected  that  this  library  will  fully  meet  the 
exigencies  of  most  of  our  schools.     It  is  at  best  but  a  partial 
supply,  though  it  will  prepare  the  way,  as  we  trust,  for  great 
advances  in  the  size  and  character  of  this  class  of  books.    We 
are  happy  to  know  that  the  attention  of  good  and  wise  men 


LIBRARY    CLOSED. 

is  turned  to  this  subject,  and  we  wish  all  success  to  their  de- 
liberations and  measures. 

III.  The  partial  circulation  of  some  portion  of  these  books 
in   Sunday-schools,  takes  nothing  from  the  importance  and 
usefulness  of  their  circulation  in  common  schools.     In  multi- 
tudes of  places,  no  Sunday-school  is  or  can  be  sustained  for 
want  of  qualified  teachers,  or  some  other  cause ;  and  yet  a 
common  school  is  taught  at  least  for  a  part  of  the  year.     The 
present  circulation  of  these  books,  as  we  certainly  know,  does 
not  give  one  copy  to  every  five  hundred  children  in  the  coun- 
try, who  are  suitable  subjects  of  common-school  instruction. 
Their  present  influence  upon  the  popular  mind  must,  there- 
fore, be  comparatively  very  slight. 

IV.  That  the  books  we  offer  for  circulation  are  free  from 
sedarism,  (properly  speaking,)   will    be  sufficiently  obvious 
from  the  fact  that  before  they  were  published,  they  were  exa- 
mined and  approved  by  a  committee  of  two  Baptists,  two 

1* 


RACKLIFF    &    KING 

1838. 


JSES 


Episcopalians,  two  Methodists,  and  two  Presbyterians.  That 
they  are  evangelical  in  their  tendency  and  influence,  we  need 
not  say. 

V.  There  is  no  new  expense  incurred  by  the    proposed 
plan  ;  no  tax  is  imposed  upon  any  individual  or  society  ;  no 
extraordinary  effort  necessary  to  prepare  this  library.     Tho 
types  from  which  they  are  printed  are  always  standing.     It 
is  only  necessary  to  put  the  sheets  upon  them,  and  bind  up 
the  impressions,  and  the  library  is  ready. 

VI.  The  first  and  fundamental  article  of  our  constitution 
contemplates  "  the  diffusion  of  useful  information,  and  the  cir- 
culation of  moral  and  religious  books  in  every  part  of  the  land," 
as  among  the  primary  objects  to  be  accomplished.     Of  course, 
wherever  the  books  we  publish  will  do  good,  there  it  is  our 
appropriate  business  to  supply  them. 

Finally,  Who  that  loves  his  country,  or  seeks  the  happi- 
ness of  his  fellow  men,  will  hesitate  to  approve  and  promote 
a  measure  which  must  combine  in  its  results  the  enlargement 
of  the  mind  with  the  improvement  of  the  heart — the  cultiva- 
tion of  virtuous  habits,  with  the  opening  of  new  and  inex- 
haustible sources  of  pleasure  1 

By  order  of  the  Board. 

ALEXANDER  HENRY,  President. 

Philadelphia,  146  Chestnut  street,  Feb.  20,  1838. 


address,  terms,  &c.,  see  page  24. 


CATALOGUE    OF    BOOKS 

IN   THE 

ACCOMPANYING  LIBRARY. 


Vol. 

1  LIFE    OF   GENERAL  WASHINGTON".— The  ge- 
neral design  is  to  make  the  children  and  youth  of  America 
familiar  with  the  history  of  their  country,  and  with  a  parti- 
cular knowledge  of  those  events  in  which  Washington  was 
so  conspicuous,  and  which  resulted  in  giving  us  a  name 
among  the  nations  of  the  earth.     The  more  particular  de- 
sign is  to  present  prominently  those  moral  and  religious 
traits  in  the  character  of  Washington  which  constituted  his 
highest  and  most  honourable  distinction.     It  is  embellished 
with  original  engravings,  and  contains  an  accurate  copy  of 
the  Declaration  of  Independence. 

2  LIFE    OF  COLONEL   GARDINER.—Colonel  Gar- 
diner was  slain  at  the  battle  of  Prestonpaus,  Sept.  1745; 
and  this  volume  contains  a  particular  account  of  that  p.vent, 
as  well  as  of  his  remarkable  conversion  from  a  very  licen- 
tious to  a  very  devout,  godly,  and  exemplary  life,  which  ho 
maintained  through  all  the  changes  and  temptations  nf  a 
military  career. 

3  MEMOIR   OF   A.  H.  FRANCKE.— A  distinguished 
German  of  the  nineteenth  century,  and  the  founder  of  the 
Orphan  House  at  Halle.     With  a  beautiful  and  authentic 
portrait,  and  engravings  of  the  Orphan  House,  showing  ac- 
curately the  arrangement  of  the  buildings  and  outrgrounds, 
with  explanatory  notes.     It  is  a  full  and  authentic  history 
of  a  great  work  of  benevolence,  and  the  record  of  a  life  pre- 
senting remarkable  traits  of  humility,  faith,  and  su<w>.s<4iil 
enterprise. 

4  PIERRE  AND  HIS  FAMILY.— A  history  oi  tne  Wal- 
denses ;    being  substantially  an    authentic   account  of  the 
extreme  sufferings  endured  by  manv  of  the  families  of  that 

7 


JSES 


IBS. 


RACKLIFF    &    KING 

1838. 


8 

Vol. 

devoted  people  in  defence  of  their  faith,  and  exemplifying, 
in  the  most  interesting  manner,  the  chief  graces  of  the 
Christian  character.  With  fine  copperplate  engravings. 

5  EDWARD  AND  MIRIAM.— A  highly  interesting  and 
useful  narrative,  making  us  acquainted  with  the  habits  and 
manners  of  the  Icelanders,  and  with  the  sublime  and  beau- 
tiful scenery  in  which  the  .Bland  abounds;  and  the  lessons 
of  moral  integrity  and  virtue  which  are  inculcated  are  very 
striking  and  impressive.     It  has  a  map,  and  eight  other  en- 
gravings. 

6  MEMOIR  OF  CAPTAIN  WILSON.— Full  of  inci- 
dents by  sea  and  land,  and  containing  notices  of  the  early 
Christian  enterprises  of  the  age. 

7  LIFE   OF  PRESIDENT   EDWARDS.— One  of  the 
greatest  men  that  has  ever  lived.     The  volume  contains  a 
philosophical  essay  on  the  character  and  habits  of  the  wood- 
spider;  written  by  him  at  the  age  of  twelve  years.    Embel- 
lished with  a  very  perfect  and  beautiful  portrait  on  steel. 

8  LIFE  OF  MRS.  A.  H.  JUDSON.— It  contains  every 
material  incident  in  her  most  eventful  life,  and  inteiosting 
not'ces  of  pol'-tical  events  in  Burmah.     Prefixed  is  a  finely 
engraved  portrait  of  Mrs.  J.,  and  a  large  number  of  originaJ 
cuts  of  scenery  in  India. 

9  CUSTOMS    AND    ANECDOTES    OF   THE    BE- 
DOUIN  ARABS. — Containing  notices  of  the  country  and 
climate   of  the  Arabs;    their  animals,  dwellings,  customs, 
clothing,  food,  government,  &c. ;  with  anecdotes  from  an 
cient  and  modern  history,  drawn  from  the  best  authorities 
Few  books  are  fuller  of  interesting  and  useful  information. 

10  JULIANA  OAKLEY.— An  interesting  story  to  illus- 
trate the  sin  and  suffering  which  are  involved  in  pride  and 
ingratitude  towards  parents  and  teachers. 

11  ERMINA:  or  the  Second  Part  of  JULIANA  OAKLET  ; 
showing  the  value  of  religion  as  a  safeguard  and  support  in 
all  the  changes  of  life.     The  customs,  &c.  of  India  are  de- 
scribed with  some  minuteness,  which  adds  much  interest 
and  value  to  the  volume.    Embellished  with  several  copper- 
plate engravings. 


9 

Vol. 

12  JOHN  TJRQUHART.— A  youth  of  Scotland,   of  re- 
markable attainments  in  learning,  who  died  before  he  was 
nineteen,  leaving  an  example  of  eminent  goodness  and  use- 
fulness. 

13  TAHITI  WITHOUT  THE  GOSPEL. 

14  TAHITI  RECEIVING  THE  GOSPEL. 

15  TAHITI  WITH  THE  GOSPEL. 

These  three  volumes  are  compiled  from  the  most  authen- 
tic modern  travels  in  the  South  Sea  Islands,  and  contain  an 
account  of  the  manners  and  customs  of  the  natives,  the  in- 
fluence of  Christianity  and  civilization,  and  of  the  establish- 
ment of  government  and  of  the  trial  by  jury  among  them. 
With  twenty  or  thirty  engravings. 

16  EVENING  RECREATIONS.    Parti. 

17  "  "  Part  II. 

18  "  "  Part  III. 

19  «  «  Par.  IV. 

These  four  volumes  embrace  a  general  history  of  Pales- 
tine, its  geography,  government,  and  inhabitants,  with  en- 
gravings :  in  a  dialogue  between  young  people. 

20  LIFE  OF  PETER.— Bringing  together  the  incidents 
of  the  apostle's  life  in  an  interesting  narrative,  with  the 
illustrations  and  practical  instructions  suggested  by  the  dif- 
ferent facts.    Besides  a  beautiful  engraving,  on  steel,  of  the 
lake  of  Gennesaret,  the  text  is   illustrated  by  nine  wood 
cuts ;  and  it  is  written  in  an  elevated,  simple,  chaste,  lumi- 
nous style ;  and  is  thus  adapted  to  interest  and  profit  the 
highest  and  most  mature,  as  well  as  the  younger  and  less 
informed  orders  of  intellect. 

21  HENRY  MARTYN.— Its  peculiar  excellence  is  that  it 
,  presents  Martyn  as  an  imitabh  example,  rather  than  as  an 

object  of  a  vague  and  curious  admiration?  There  is  added 
to  it  an  interesting  account  of  Abdool  Meseeh,  a  Hindoo; 
and  the  volume  is  embellished  by  fine  copperplate  en- 
gravings. 

22  OMAR. — An  exposition  of  the  history  of  the  Jews  from 
the  Roman  invasion  to  the  birth  of  Christ,  a  period  of  about 


JSES 


IES. 


RACKLIFF    &    KING 

1838. 


10 

Vol. 

sixty-three  years.     It  is  put  in  the  attractive  form  of  a  nar- 
rative made  by  a  father  to  his  family. 

23  INDIA    MISSION.— This   is   suited  to  all  classes  of 
readers.     The  history  is  full  of  striking  incidents,  and  tho 
customs,  manners,  and  religious  rites  of  the  people  furnish, 
many  interesting  passages.    The  volume  is  illustrated  by  a 
map,  showing  the  different  languages  spoken  in  India ;  a 
map  of  Burmah  ;   and  wood  engravings  representing  the 
banian-tree,  Hindoo  idols,  the  ceremony  of  hook-swinging, 
the  offering  of  children  to  Gunga,  a  Lancasterian  school- 
house  in  India,  a  native  Batta,  and  a  Calcutta  school-girl. 

24  LIFE   OF  OBERLIN.— Exhibiting  a  remarkable   in- 
stance of  Christian  benevolence  and  of  successful  efforts  to 
elevate  the  intellectual  and  moral  condition  of  a  country- 
parish  in  the  north  of  France.     The  engravings  are  beau- 
tiful. 

25  MEMOIR   OF  CATHERINE    BROWN.— The  first 
convert  to  Chris'ianity  from  among  the  Cherokee  Indians ; 
with  a  particular  account  of  the  circumstances  of  her  death, 
at  the  age  of  twenty-three  years  ;  with  several  original  en- 
gravings.   The  appendix  contains  a  sketch  of  the  Cherokee 
nation. 

26  ORISSA ;  or,  a  history  of  the  efforts  to  propagate  the 
Gospel  in  the  province  of  the  celebrated  temple  of  Jugger- 
naut.   With  a  map  and  ten  engravings. 

27  LIFE  OF  DANIEL.— Containing  a  sketch  of  the  his- 
tory of  the  kingdoms  of  J  udah  and  Israel ;  a  minute  biography 
of  Daniel,  presenting  various  interesting  features  of  Jewish 
scenery,  manners,  &c.,  illustrated  by  a  map  drawn  and  en- 
graved expressly  for  this  work,  and  a  variety  of  cuts,  one 
of  which  is  copied  from  Martin's  celebrated  picture  of  Bel- 
shazzar's  feast. 

28  WINTER    EVENINGS'    CONVERSATIONS    ON 
THE   WORKS  OF  GOD.— Designed  to  explain  and  il- 
lustrate the   various   phenomena  of  nature;   and  to  draw 
from  them  religious  instruction.     It  has  several  engravings. 

29  LIFE   OF  'ELISHA.— Designed  to  unfold  the  manners 
and  customs  of  the  time,  and  to  explain  the  historical  allu- 


11 


Vol. 


sions  which  are  wrought  into  the  prophet's  life : — in  short, 
to  divest  the  history  of  every  thing  which  gives  it  an  unreal 
aspect  in  the  view  of  the  youthful  mind,  and  to  render  it 
entirely  intelligible  that  such  a  man  as  Elisha  actually  lived 
amongst  men.  With  several  engravings. 

30  EVIDENCES  OF  THE  CHRISTIAN  RELIGION. 
— Designed  to  be  a  text-book  on  this  subject,  and  already 
extensively  adopted,  as  such,  in  several  of  our  literary  in- 
stitutions. 

31  LIFE  OF  KING  DAVID.— This  is  one  of  the  most 
interesting  biographical  sketches  which  can  be  put  into  the 
hands  of  children  and  youth.     It  is  illustrated  by  a  variety 
of  original  cuts ;  a  map  of  the  travels  of  David,  prepared 
expressly  for  this  volume ;  and  a  very  useful  appendix  of 
references,  tables,  &c. 

"  These  three  volumes  (Life  of  David,  Life  of  Elijah,  and 
Life  of  Elisha)  should  have  place  in  the  religious  depart- 
ment of  every  juvenile  library.  The  mother  should  read 
them  with  her  little  ones,  for  she  as  well  as  they  may  re- 
ceive benefit  from  their  pages." — Mother's  Magazine. 

32  SELUMIEL ;  OR,  A  VISIT  TO  JERUSALEM,— A 
most  interesting  little  volume,  embodying  all  that  is  known 
with  certainty  respecting  the  various  scenes  in  and  around 
Jerusalem.     A  fine  frontispiece  represents  a  class  of  boys 
with  their  teacher  examining  a  map  of  Jerusalem.     The 
story  presents  to  the  reader  two  Jewish  lads,  who,  with  their 
uncle  Selumiel,  go  up  to  Jerusalem  to  celebrate  the  pass- 
over,  about  ten  years  after  our  Saviour's  death/  The  volume 
furnishes  a  rich  variety  of  information  respecting  the  Jewish 
history,  worship,  and  general  customs. 

S3  ELISAMA;  OR,  THE  CAPTIVITY  AND  RE- 
STORATION OF  THE  JEWS.— Including  the  period 
of  their  history  from  the  year  606  to  408,  B.C.  By  a  well- 
arranged  conversation  between  some  boys,  we  are  carried 
through  the  successive  changes  in  the  history  of  the  Jews, 
as  they  were  taken  to  Babylon  by  Nebuchadnezzar ;  their 
residence  there ;  the  capture  of  Babylon  by  Darius ;  the 
restoration  of  the  Jews  under  Cyrus ;  the  rebuilding  of  the 
temple ;  reformation  in  the  time  of  Ezra ;  zeal  of  Nehe- 
miah,  &c. 


JSES 


IES. 


RACKLIFF    &    KING 
1838. 


12 

Vol. 

34  LIFE  OF  MOSES.— An  original  work,  adorned  with  a 
beautiful   steel  frontispiece,  representing   Moses  with  the 
tables  of  the  law  literally  engraved  upon  the  plate ;  a  fine 
coloured  map  made  expressly  for  the  work,  and  eleven  wood 
engravings,  from  the  best  designs,  illustrating  the  most  im- 
portant incidents  of  the  history. 

35  HISTORY  OF  SANDWICH  ISLANDS.— Embracing 
an  account  of  the  efforts  to  propagate  Christianity  there. 
With  a  variety  of  maps  and  beautiful  explanatory  cuts. 

36  LIFE    OF  ELIJAH.— The  time,   place,  and  circum- 
stances of  the  great  incidents  in  the  prophet's  life  are  so 
presented  as  to  explain  the  sacred  narrative,  and  impress  its 
lessons.     With  a  variety  of  engravings. 

37  ANN  CONNO  VER.— "  If  the  suggestions  made  in  these 
pages  were  generally  regarded  by  persons  at  service,  as  well 
as  by  their  employers,  a  great  deal  of  misery  and  guilt  would 
be  saved,  and  every  class  of  society  would  feel  the  happy 
change." — National  Intelligencer. 

38  LIFE  OF  T.  T.  THOMASON.— Containing  a  variety 
of  interesting  facts  respecting  the  progress  of  education  and 
civilization  in  India,  and  presenting  an  eminent  example 
of  humility  and  benevolence. 

89  ALICE  BROWN.— An  account  of  the  resignation  of 
an  intelligent  child  in  sickness,  and  her  peace  in  dying, 

40  LIFE  OF  PHILIP  JAMES  SPENER.— A  German 
of  distinguished  piety,  learning,  and  benevolence,  who  lived 
in  the  seventeenth  century,  and  was  one  of  the  principal 
founders  of  the  famous  University  of  Halle.  With  an  au- 
thentic portrait. 

^  41  LIFE  OF  JACOB  AND  HIS  SON  JOSEPH.— The 
life  of  Joseph  will  always  be  one  of  the  most  favourite  nar- 
ratives in  the  school  and  in  the  family ;  arid  the  present 
work  is  written  and  published  in  a  manner  worthy  of  a 
standard  work. 

42  THE  BELOVED  DISCIPLE ;  OH,  LIFE  OF  THE 
APOSTLE  JOHN,— It  is  an  admirable  narrative  of  facts 


13 

Vol.' 

and  characters.  The  author  has  shown  much  tact  in  im- 
proving  every  incident  and  event  for  the  instruction  of 
youthful  readers.  As  a  whole,  it  is  an  excellent  book  for 
children.  It  inculcates  the  best  dispositions  by  precept  and 
example,  and  is  in  temper  and  matter  adapted  to  make  good 
children.  Instead  of  a  large  map,  requiring  constant  refer- 
ence, numerous  small  maps,  or  sections,  are  used,  wherever 
such  reference  is  important.  This  method  keeps  up  the 
knowledge  of  the  general  geography  of  the  countries,  and 
impresses  the  relative  situation  of  the  several  places. 

1.  SKETCHES  FROM  THE  BIBLE. 

2.  BEWARE  OF  THE  DOG. 

The  former  conveying  the  elementary  truths  of  the  Bible  in 
the  simplest  language  ;  and  the  latter  illustrating  the  nature 
and  fruits  of  faitu. 

44    SCRIPTURE  ILLUSTRATIONS.    Vol.  I. 

4-r>  «  «  Vol.  II. 

Or  the  manners  and  customs,  rites  and  ceremonies  of  the 
Jews,  explained  by  engravings  and  notes.  In  two  parts, 
but  not  necessarily  connected  with  each  other.  Part  I.  on 
the  agriculture,  dwellings,  meals,  books,  tents,  sacred  uten- 
sils, altars,  &c.  Part  II.  on  the  customs  of  war,  worship,  &c. 

THE  FIVE  APPRENTICES.—  The  sins  and  dangers 
of  apprentices  pointed  out.  With  a  beautiful  frontispiece, 
and  other  appropriate  cuts. 

47  TRAVELS  VABOUT  HOME.     Part  I. 

48  «  «  Part  II. 

This  is  an  admirable  little  work,  as  fascinating  as  almost 
any  in  the  whole  series.  The  author  has  shown  great  tact 
in  the  adaptation  of  style,  subjects,  and  reflections  to  the 
youthful  reader.  It  will  be  as  profitable  to  parents  as  to 
children,  and  will  suggest  a  variety  of  means  to  make  home 
the  centre  of  all  that  is  interesting  to  their  charge. 

49  ELLEN    CARROL.  —  An    interesting    story    of   an 
orphan  child,  designed  to  illustrate  the  principles  of  cha- 
rity or  love,  and  to  show  in  what  manner  they  influence 
and  control  the  evil  dispositions  of  the  heart,  and  lead  a 

2 


,IES. 


RACKLIFF    &    KING 

1838. 


14 

Vol. 

child  to  forgive,  as  she  hopes  to  be  forgiven.  With  original 
cuts,  and  a  beautiful  frontispiece. 

60  COUSIN  CLARA.— Being  the  sequel  to  Ellen  Carrol, 
and  having  a  like  design. 

51  ROBERT  BENTON,  and  LITTLE  HENRY  AND 
HIS  BEARER.—The  former  illustrates  the  origin,  growth, 
and  consequences  of  a  habit  of  procrastination,  in  scenes  of 
rec»  life,  and  is  well  fitted  to  interest  and  deeply  impress 
the  minds  of  youth.  The  latter  is  an  interesting  story  of  a 
boy  in  India. 

62  RUTH  LEE. — A  story  designed  to  illustrate  the  strength 
of  good  principles  loading  to  the  discharge  of  the  most  diffi- 
cult duties  of  relative  and  social  life,  in  the  midst  of  un- 
usual trials. 

53  THE  RINGLEADER.— Illustrating,  in  a  very  interest- 
ing and  forcible  manner,  by  scenes  in  which  boys  are  ac- 
customed to  be  engaged,  the  evils  of  bad  company ;  the 
progress  and  consequences  of  sinful  habits,  and  the  folly 
and  madness  of  those  who  fall  into  them.    With  a  beautiful 
frontispiece,  and  fine  original  engravings. 

54  THE  HARVEY  BOYS.— This  book  received  the  so- 
ciety's premium  of  $100.     It  presents  the  progress  and  the 
evils  of  intemperance,  by  a  variety  of  scenes  in  common 
life ;  and  points  out  the  proper  antidote  to  the  habit,  and 
all  its  attendant  evils.     It  is  in  the  fosmyof  conversations 
between  Mr.  Harvey  and  his  sons,  upon  various  subjects 
suggested  by  the  observation  of  the  boys.     The  style  is  re- 
markably well  adapted  to  its  purpose,  being  simple  and  per- 
fectly intelligible  to  children,  without  being  enfeebled  or 
disfigured  with  mere  childish  expressions.     As  a  work  in 
tended  for  the  whole  country,  it  seems  admirably  calculated 
to  impress  the  minds  not  only  of  children,  but  of  adults  too, 
with  right  principles. 

55  NATURAL  HISTORY.     Vol.  I. 

56  "  "  Vol.  II. 

Containing  the  elements  of  the  science  in  a  form,  lan- 
guage, and  mode  of  illustration  suited  to  young  children; 


15 

\Tol. 

and  furnishing  at  once  a  variety  of  useful  information, 
blended  with  simple  religious  truths,  It  has  nearly  fifty 
engravings. 

57  ELNATHAN. — A  narrative  designed  to  illustrate  the 
peculiarities  of  the  religion,  laws,  and  country  of  the  ancient 
Israelites,  by  a  sketch  of  a  Jewish  family,  and  their  ordinary 
customs  and  conversations. 

58  FAMILY    CONVERSATIONS.— Exhibiting,    in    an 
interesting  manner,  the  principal  grounds  on  which  the 
Bible  is  received  as  true,  without  designing  to  refute  the 
objections  of  infidelity.    The  conversations,  many  of  which 
actually  took  place,  are  between  a  father  and  mother  and 
their  three  children,  one  son  and  two  daughters,  from  twelve 
to  seventeen  years  old. 

59  THE  LIFE  OF  COTTON  MATHER.— Containing 
an  account  of  the  early  life  of  Dr.  Mather,  his  method  of 
teaching  his  children,  and  of  his  peculiar  habits,  religious 
exercises,  &c.     With  an  original  preface  by  Dr.  Watts. 

60  FIRST  DAY  OF  THE  WEEK.  JSES 

61  LAST  DAY  OF  THE  WEEK. 

62  WEEK  COMPLETED. 

These  threo  volumes  are  designed  to  teach  the  proper 
improvement  of  the  several  portions  of  our  time ;  and  beau- 
tifully illustrate  the  comfort  and  happiness  of  a  well-regu- 
lated Christian  family,  by  a  contrast  with  one  where  no  re- 
gular system  prevails. 

63  MY  GRANDFATHER  GREGORY.— A  series  of  fa- 
miliar lessons  upon  some  of  the  common  mistakes  of  child- 
ren and  youth ;  illustrated  by  very  entertaining  anecdotes 
and  touching  incidents,  and  a  large  number  of  line  en- 
gravings. 'IES 

€4  SISTER  MARY'S  STORIES.— Few  persons,  of  any 
age,  can  read  these  volumes  without  interest  and  profit, 
and  yet  the  style  is  adapted,  with  unusual  success,  to  the 
capacities  and  attainments  of  children.  The  volume  is  em- 
bellished by  nineteen  wood  engravings,  some  of  which  aro 
of  very  superior  character,  and  will,  we  believe,  please  the 
most  fastidious. 


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1838. 


16 

Vol. 

65  DESTRUCTION  OF  JERUSALEM.— Compiled  from 
Josephus,  and  containing  notices  of  the  geography  of  the 
Holy  Land,  and  a  sketch  of  the  history  of  the  Jews  since 
their  dispersion. 

66  THE  FIRST  MAN.— Well  written,  in  a  neat  style, 
adapted  to  the  capacities  of  juvenile   readers,  and  is  re- 
plete with  such  facts  and  sentiments  as  every  enlightened 
Christian  parent  would  wish  to  impress  on  the  minds  of  his 
children. 

67  HISTORY    OF    THE    DELAWARE    AND    IRO- 
QUOIS  INDIANS.— This  is  an  authentic  history  of  two 
tribes  of  Indians,  formerly  inhabiting  the  middle  States; 
with  various  anecdotes  illustrating  their  manners  and  cus- 
toms.    Embellished  with  a  map  of  North  America,   and 
with  original  and  appropriate  engravings. 

68  THE  DAIRYMAN'S  DAUGHTER.— Universally  ad- 
mired, and  too  well  known  to  need  a  description. 

69  LIFE  OF  JOHN  KNOX.— An  original  memoir,  con- 
taining a  brief  and  authentic  account  of  this  distinguished 
man,  arid  a  history  of  the  condition  of  Scotland  from  the 
third  century  down  to  his  time.     Prefixed  to  the  volume  is 
a  beautiful  portrait  of  Knox  ;  and  it  contains  also  an  accu- 
rate engraving  of  his  splendid  monument,  erected  in  Glas- 
gow, by  the  citizens  of  Scotland,  in  1826  ;  and  an  account 
of  the  imposing  ceremonies  which  attended  its  erection. 

70  LIFE    OF    LEGH    RICHMOND.— With  a  beautiful 
portrait.     Few  volumes,  it  is  presumed,  could  be  found  in 


family  libraries,  so  attractive,  so  well  written,  so  replete  with 
lessons  of  wisdom,  as  this  little  volume. 

71  GEORGE  WILSON  AND  HIS  FRIEND.— Showing 
the  ways  in  which  young  people  may  do  good  to  their  asso- 
ciates and  fellow  men. 

72  OLIVE  SMITH.— An  excellent  collection  of  precepts 
and  incidents,  teaching  lessons  of  wisdom  to  those  who 
would  be  wise  and  happy  in  their  course  of  life.    The  work 
is  suited  to  all  readers,  especially  females,  as  well  as  to 
domestics,  and  the  conversations  will  be  found  to  contain 


1 

' 


17 

Vol. 

much  practical  good  sense  for  family  use  in  regard  to  com- 
pany, dress,  amusements,  and  duties. 

73  MEMOIR  OF  AN  OFFICER,  LATE  OF  THE 
UNITED  STATES  ARMY.— This  is  a  highly  instructive 
narrative,  showing  the  reciprocal  influence  of  licentiousness 
and  unbelief.  The  memoir  was  prepared  by  an  officer  of 
the  army,  who  served  with  the  subject  of  it ;  and  it  may  be 
specially  recommended  to  boys,  to  lada  at  school  and  col- 
icge,  to  military  men,  and  to  men  of  sceptical  dispositions. 

/4  THE  HOUSE  OF  REFUGE.— An  accurate  history 
of  the  House  of  Refuge  in  the  city  of  Philadelphia ;  de- 
scribing the  arrangement  and  uses  of  the  buildings  and 
various  apartments ;  the  discipline,  instruction,  amusements, 
&c.  of  the  house.  With  engravings  of  the  play-ground, 
school-room,  chapel,  dining-hall,  work-shops,  &c. 

75  THE  INFIDEL  CLASS.— This  is  designed  as  a  sequel 
to  "  The  House  of  Refuge."  A  particular  account  is  given 
of  a  class  of  lads,  formed  in  the  House  of  Refuge  in  Phila- 
delphia,  to  be  specially  instructed  in  the  evidences  of  Chris- 
tianity, which  they  had  disbelieved.  The  manner  and  effect 
of  this  instruction  are  stated,  with  a  variety  of  anecdote*, 
illustrations,  &c. 

.70  MEMOIRS  OF  SERGEANT  DALE.— A  very  inte- 
resting story  of  a  soldier  in  India,  who  wisely  educated  his 
daughter;  with  an  account  of  the  singular  providence  of 
God  in  restoring  an  orphan  to  her  friends. 

77  POPULAR  SUPERSTITIONS.— Illustrating  the  dan- 
ger and  strength  of  early  associations  and  impressions  in 
producing  superstitious  fears  and  notions,  and  the  folly  and 
groundlessness  of  such  fears.  'IES. 

78  LITTLE  THEODORE.— The  principal  value  of  the 
work  is  the  simplicity  of  its  advice  to  children.     It  has  a 
beautiful  frontispiece  on  steel. 

79  THE  FIRST  FALSEHOOD.— A  lively  narrative,  il- 
lustrating the  importance  of  a  strict  and  habitual  adherence 
to  truth,  and  the  danger  of  the  first  and  least  departure 
from  it. 


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1838. 


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Vol. 

80  ELECTION  DAY. — Designed  to  show  the  temptations 
and  sins  to  which  boys  are  often  exposed  on  public  occa- 
sions ;  and  containing  much  salutary  counsel  and  valuable 
information. 

81  LIFE  OF  REV.  JOHN  NEWTON.— Compiled  from 
his  auto-biography  and  Cecil's  Remains.     The  volume  em- 
braces an  account  of  the  colonizing  efforts  on  the  coast  of 
Africa,  with  engravings  of  scenery,  &c.,  and  also  an  au- 
thentic portrait  of  Mr.  Newton. 

1.  THE     AFFECTIONATE     DAUGHTER-IN- 
LAV/. — The   beautiful    history  of  Ruth,   accompanied 
with  explanations  of  Jewish  customs,  and  appropriate 
reflections.     Fine  original  cuts. 

2.  ROBERT  HAMET,  THE  LAME  COBBLER. 
— Illustrating  the  right  sources  of  contentment  under  the 
adversities  of  life,  the  pains  of  sickness,  and  all  the  fears 

V_of  death.     With  fine  original  cuts. 
r  1.  FATHER'S  STORIES. 
_    <    2.  BUSY  BEE. 
V  3.  WISE  KING. 
L  4.  ABIJAH. 

The  second  story  shows  the  worth  of  neat  and  indus- 
trious habits ;  and  all  arc  designed  to  illustrate  important 
moral  truths. 

84  HEBREW  CUSTOMS.— Mr.  Barker,  with  his  family, 
consisting  of  two  daughters,  and  a  little  son,  are  visited 
by  Mr.  Lewis,  who  has  just  returned  from  various  eastern 
countries,  and  who  gives  an  interesting  account  of  oriental 
manners  and  customs,  with  twenty  original  cuts. 
1  35  THE  BROKEN  HYACINTH.- A  very  interesting 
story,  designed  to  show  the  unhappy  consequences  of  pride, 
envy,  and  ill-nature,  not  only  to  ourselves,  but  to  our  asso- 
ciates; and  also  the  excellence  and  happy  influence  of  kind- 
ness over  all  the  relations  of  life ;  with  a  fine  steel  frontis- 
piece. 

80     ANNA  ROSS. — Illustrating,  by  a  variety  of  entertain- 
ing incidents,  the  good  and  bad  characters  which  arc  found 
among  children  and  youth. 
87     MEMOIR   OF    SUSANNAH   E.  BINGHAM.-One 


19 

Vol. 

of  our  most  interesting  biographies,  showing  the  influence 
of  religion  in  the  ordinary  walks  of  country  life.  It  is  writ- 
ten in  a  very  simple,  perspicuous  style,  and  contains  nothing 
merely  to  fill  up,  or  make  a  book  ;  its  wholo  spirit  is  de- 
lightful. 

88  VISIT  TO  THE  ISLE  OF  WIGHT.—  A  sketch  cf 
the  mariners  and  customs  of  a  well  regulated  Christian 
family,  with  a  particular  description  of  a  daily  school  —  visits 
of  mercy  and  usefulness  —  interesting  scenes  of  natural  and 
moral  beauty,  all  connected  with  religious  principle  and 
improvement. 

89  THE  FATAL  LADDER;  on,  HARRY  LINFORD.— 
Showing  the  consequences  of  a  neglect  of  early  education  ; 
the  duties  and  dangers  of  masters  and  apprentices.  —  The 
principal  evidences  of  the  truth  of  Christianity  are  familiarly 
exhibited  to  an  association  of  young  men. 

"  1.  THE  ANCHOR  —  (with  a  fine  frontispiece,)  is  an 
extended  illustration  of  the  phrase,  "  Which  hope  we 
have  as  an  anchor  of  the  soul."  It  describes  the  forms 
and  uses  of  anchors,  with  explanatory  cuts.  The  dread- 
ful  consequences  of  shipwreck  are  illustrated  in  the  nar- 
rative  of  the  loss  of  the  packet-ship  Albion,  in  1822.  As 
9(K  illustrations  of  the  power  of  faith,  sketches  are  added  of 
the  closing  scenes  of  the  lives  of  Mr.  Evarts,  and  the 
Rev.  Drs.  Montgomery  and  Bedell. 

2.  THE  BIBLE  IS  TRUE.—  The  most  remarkable 
of  the  prophecies,  already  fulfilled,  are  brought  to  view  ; 
and  the  evidence  they  afford  in  favour  of  the  Christian 
jreligion  is  plainly  and  strikingly  illustrated. 
r  1.  THE  SHEPHERD  OF  SALISBURY  PLAIN. 
—  A  well-known  story,  illustrated  by  original  cuts  of  the 
shepherd's  cottage  and  the  church  in  which  he  worship- 
ped, engraved  frolii  drawings  taken  on  the  spot,  and  fur- 
rushed  to  the  American  Sunday-school  Union,  by  the  son 
of  the  present  vicar  of  the  parish  where  the  shepherd 
lived.  • 

2.  THE  ORPHAN  ASYLUM.—  A  particular  de- 
scription of  the  Philadelphia  Orphan  Asylum  —  the  various 
apartments  and  regulations  of  the  house  —  the  employment 
of  the  children,  &c.  With  several  fine  wood  engravings, 
from  drawings  taken  at  the  house. 


r 


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1838. 


Vol. 


92 


93 


1.  THE  SISTERS. 

2.  THE  GOOD  SON. 

Tho  former  is  a  beautiful  story,  illustrating  the  history 
of  two  sisters — Laura  and  Sarah  Morrison — the  value  and 
right  use  of  time,  the  sin  of  wasting  it,  and  the  way  of  re- 
deeming it.  The  latter  is  a  story  of  Mrs.  Bartlett,  who  was 
left  a  widow  with  two  sons ;  the  eldest  of  whom  became 
her  support  and  comfort;  illustrating  the  faithfulness  of 
God  to  all  such  as  trust  in  him. 

^  l".  HARVEST.— Designed  to  illustrate  various  texts 
of  Scripture  which  refer  to  the  season  of  harvest,  and  to 
agricultural  pursuits  generally,  with  fine  cuts. 

2.  SUSAN  BROOKER;  OR,  WHERE  THERE'S 
A  WILL  THERE'S  A  WAY.— Showing  that  to  be 
willing  to  do  as  we  ought  to  do,  is  one  of  the  first  requi- 
sites to  our  doing  it. 

3.  BETSEY  GREEN.— Full  of  useful   instruction 
about  the  common  dangers  and  temptations  of  young 

_people. 

94  THE  YOUNG  FREETHINKER  RECLAIMED.— 
Being  a  familiar  exposition  of  the  evidence  and  principles 
by  which  the  truth  of  the  Scriptures  is  established ;  designed 
to  supply  the  wants  of  the  multitude  of  young  persons  who 
have  not  time  nor  opportunity  to  investigate  the  subject 
critically. 

95  CHRISTIAN  POLITENESS.— A  very  unpretending 
but  successful  attempt  to  illustrate  the  principles  of  good 
breeding. 

96  INFANT'S  PROGRESS,  by  Mus.  SHKHWOOD.— Show- 
ing  impressively,  by  a  most  ingenious  and  interesting  alle- 
gory, the  power  of  sinful  habita  over  youthful  minds,  and 
what  unhappiness  it  causes  from  the  cradle  to  the  grave. 

97  LIFE  OF  SWARTZ.— (With  a  beautiful  portrait.)— 
A  man  of  remarkable  energy  and  perseverance,  and  one  of 
the  early  propagators  of  Christianity  in  India;  with  an  ac- 
count of  a  visit  to  his  grave  in  1829. 

98  LIFE  OF  BERNARD  GILPIN.— A   remarkable  in- 
stance  of  Christian  benevolence,  presented  as  an  example 
to  the  young,  and  showing  tho  true  connexion  between 


21 


Vol. 


piety  in  the  heart,  and  an  active,  useful,  and  self-denying 
life. 

99  MY   FRIEND'S   FAMILY.— Showing   the  influence 
of  religion  on  a  family,  and  the  influence  of  a  consistent 
Christian  life  on  the  hearts  and  lives  of  others ;  interspersed 
with  important  principles  and  maxims  relative  to  domestic 
duties  and  habits. 

100  WILD  FLOWERS;  OR,  THE  MAY-DAY  WALK. 
Giving  much   useful  instruction  about  birds,  flowers,  in- 
sects, &c. ;  enlivened  with  interesting  incidents ;  the  whole 
designed  to  direct  children  to  God  the  Creator.     With  a 
beautiful  engraved  frontispiece. 

101  THE  SCOTTISH  FARMER.— Designed  to  point  out 
some  of  the  common  errors  of  domestic  education,  with  their 
consequences  and  remedies. 

102  CLARA  STEVENS;   on,  THE  WHITE  ROSE.— 
An  exhibition  of  various  excellencies  and  defects  of  cha- 
racter, as  they  appear  in  common  life. 

103  THE  YOUTH'S  FRIEND,  1830. 


104 
105 
106 
107 
108 
109 
110 


1831. 
1832. 
1833. 
1834. 
1835. 
1836. 
1837. 


In  these  volumes  will  be  found  a  very  rich  variety  of  en- 
tertainment and  instruction  for  children  and  youth.  Each 
of  them  contains  from  thirty  to  fifty  fine  engravings,  most 
of  which  were  prepared  expressly  for  the  work,  and  a  great 
part  of  the  matter  is  strictly  original. 

M  C    1.  LITTLE  DECEIVER  RECLAIMED. 

1  ]  1   2.  THE  FIRST  OF  APRIL. 

The  former  shows  the  evils  of  falsehood,  and  the  nature 
and  fruits  of  repentance,  with  a  variety  of  original  cuts ; 
and  the  latter,  the  evil  of  what  is  called  making  "  April 
fools"  of  people — the  nature  of  falsehood,  &c. 


JSES 


IBS. 


RACKLIFF    &    KING 


1838. 


22 


Vol. 


112- 


113 


f  1 .  GEORGE  HICKS.— In  which  the  consequences 
of  indulging  an  idle  curiosity  are  set  forth,  and  various 
important  principles  of  truth  and  duty  are  illustrated  by 
reference  to  the  scenes  of  every-day  life. 

2.  THE    SIX-PENNY  GLASS   OF   WINE.— 
Showing  the  progress  and  bad  consequences  of  sin, 
with  fine  original  cuts. 

3.  THE   FOUR  PISTAREENS.— Teaching  that 
honesty  is  the  best  policy. 

4.  EVENING   AT   UNCLE    CHARLES' ;— or, 
excellent  lessons  on  the  following  questions  : — Do  you 
read?     When   do   you   read?     How   do   you    read1? 

iJWhat  do  you  read  i!     Why  do  you  read  1 

-  1.  AUTUMN  WALK. 

[  2.  MORNING  WALK. 

C.  3.  EVENING  WALK. 

All  designed  to  inculcate  lessons  of  Christian  morality 
by  scenes  of  nature. 

C  1.  MURDERED  MOTHER.— An  original  work, 
which  must  interest  and  affect  wherever  it  is  read.  It 
gives  the  career  of  a  boy  who  began  his  course  in  cruelty, 
and  ended  it,  after  having  broken  his  mother's  heart,  in 
solitary  confinement,  as  a  murderer.  Parents  should 
read  this  book  as  well  as  youth. 

2.  THE    FLOWER   BOOK.— Conversation    be- 
tween Mr.  Smith  and  several  children,  describing  va- 
rious flowers,  and  drawing  instructive  lessons  from  the 
characteristics  of  each ;  with  cuts. 

3.  THE  WATCH-CHAIN.— Principle  of  self-de- 
nial, and  showing  in  what  way  a  child  of  tender  years 
may  do  good,  and  make  his  fellow  creatures  happy. 

JEight  fine  original  cuts. 

115  UNION  BIBLE  DICTIONARY.— The  most  complete 
work  of  its  kind  in  the  language.     It  has  one  hundred  and 
forty-five  engravings,  and  nearly  ten  thousand  references. 
Men  of  all  professions  and  denominations  have  given  testi- 
mony to  its  value. 

116  NATURAL  HISTORY  OF  THE  BIBLE.— (With 
upwards  of  Jiffy  engravings.) — Giving  an  account  of  all 


114 


23 

Vol. 

the  animals,  vegetables,  'and  minerals  mentioned   in  the 
Bible. 

117  HISTORY  9F  SUSAN  ELLMAKER;—  or  an  an- 
swer  to  the  question,  "  If  a  man  die,  shall  he  live  again  ?" 
The  object  of  this  work  is  explained  by  the  title-page.  The 
frontispiece  of  the  volume  represents  a  child  pointing  to  her 
broken  flower,  and  saying  to  the  gardener,  "  Will  it  not  live 
again,  Duncan  1"  This  scene  is  an  emblem  of  the  whole 
book. 

1  1  8  C  ATHARINE  GRAY.—  The  history  of  a  child  in  the 
common  walks  of  life,  the  incidents  of  which  are  calculated 
to  interest  the  young.  Illustrated  with  beautiful  cuts. 

119  HADASSAH,    THE     JEWISH    ORPHAN.  —  A 
biography  of  Esther,  queen  of  Persia,  is  here  given  in  a 
beautiful  volume,  with  an  unusual  number  of  cuts.     The 
explanations  of  Hebrew  and   Persian  customs  which  are 
introduced,  illustrate  in  plain  and  attractive  style  the  various 
scenes  of  the  biography. 

120  THE  ONLY  SON.—  A  history  of  Jonah  Ross  and  his 
mother;  showing,  in  a  very  striking  and  interesting  manner, 
the  progress  and  sad  fruits  of  disobedience,  falsehood,  Sab- 
bath-breaking, ignorance,  and  evil  company.     Illustrated  by 
twelve  fine  original  cuts. 

12>  CHARLES  CLIFFORD.—  Designed  to  show  the  value 
of  parental  counsel  ;  the  benefit  of  affliction  ;  the  wisdom 
of  serving  God,  in  spite  of  opposition  and  ridicule  ;  the 
happy  influence  which  a  young  man  may  exert  over  his 
companions,  and  the  charm  which  piety  throws  around 
every  domestic  and  social  enjoyment.  Illustrated  with  a 
variety  of  original  cuts. 


USES 


LIES. 


UNIVERSITY 


RACKLIFF    &    KING 

1838. 


TERMS    OF    LIBRARY. 


THE  foregoing  series  of  books,  with  a  plain 
case,  panel  door,  lock  and  key,  hangings  and 
fastenings,  fifty  pamphlet  catalogues,  and  a  sheet 
catalogue  attached  to  the  inside  of  the  door,  all  safely 
packed  in  a  suitable  box,  and  delivered  at  any  place 
within  the  cities  of  New  York.  Boston,  or  Phila- 
delphia— the  whole  for  the  sum  of  THIRTY-THREE 
DOLLARS. 

Orders  may  be  addressed 

Corresponding  Sec.  of  JJm.  S.  S.  Union, 

146  Chestnut  street,  Philadelphia, 
/.  C.  Meeks, 

152  Nassau  street,  New  York. 
W.  B.  Tappan, 

22  Court  street,  Boston. 
C.  T.  Cherry, 

186  Main  street,  Cincinnati. 


24 


3 

prices,  small  and  select  libraries,  to  the  common  schools  of 
our  country." 

That  the  books  of  the  Union  are  perfectly  free  from  all 
sectarian  peculiarities,  and  are  admirably  adapted  to  the  use 
of  Sabbath-schools,  all  will  admit;  but  their  intrinsic  merit 
sots  up  a  chum  to  a  more  <  irculation.  As  helps 

in  Bible-daises,  in  family  reading,  and  in  private  studies, 
many  of  them  are  of  great  utility.  The  Union  Bible  Dic- 
tionary, Geography  with  Maps,  Christian  Researches,  Biblical 
Antiquities,  with  their  illustrations — every  reader  of  the  Bible 
ought  to  post-ess.  Indeed,  so  far  as  I  have  examined,  there 
is  a  mass  of  useful  and  interesting  reading  well  calculated 
to  improve  both  the  mind  and  the  heart,  and  which  may  be 
read  with  profit  as  well  by  the  learned  as  the  unlearned. 

A  circulating  library,  judiciously  formed  out  of  these  mate 
rials,  and  located  in  every  town  and  village,  would  contribute 
vastly  to  the  intellectual  and  moral  improvement  of  the  grea 
mass  of  our  population.  And  I  would  particularly  recommend 
to  the  patrons  of  common  schools  the  libraries  selected  by  the 
Board  of  Managers ;  they  are  composed  of  cheap  and  choice 
books,  well  adapted  in  all  respects  to  such  a  use.  The  maxim 
that  "  knowledge  is  power  and  truth  is  knowledge,"  is  as- 
sented  to,  I  believe,  in  all  free  and  Christian  countries ;  but  it 
is  not  sufficiently  carried  out  in  practice.  If  we  would  be  an 
intelligent  community,  we  must  be  a  reading  community 
and  if  we  would  be  a  happy  people,  we  must  be  a  moral  and 
religious  people.  The  foundation  of  all  intellectual,  moral 
and  religious  culture,  (save  the  very  inception  at  the  mother's 
knees,)  should  be  laid  in  primary  schools.  Sabbath-schools 
furnish  a  safe,  broad,  and  sure  foundation,  and  an  excellent 
starting  point.  The  common  schools  are,  in  a  good  degree, 
supplied  from  them — and  these  again  are  nurseries  for  higher 
schools.  Thus,  in  a  well  regulated  system  of  education, 
there  is  no  collision — each  class  of  schools  harmonizes  with 
the  whole.  It  is  important,  however,  to  begin  right.  The 
Gaelic  proverb  says,  "  It  is  not  easy  to  straighten  in  the  oak 
the  crook  that  grew  in  the  sapling."  We  should  therefore 
endeavour  to  keep  our  Clings  straight ;  and  I  know  of  no 
better  way  for  doing  this,  than  by  a  judicious  system  of 
education,  with  proper  instructers  and  suitable  books. 
Such  books  are  to  be  found  in  the  stock  here  recommended 
We  know  the  worth  of  a  thing  by  the  want  of  it.  The  faci 
lities  for  education  which  the  world  now  enjoys,  would,  in 


RACKLIFF    &    KING 

1838. 


fay  day,  have  been  considered  one  of  the  richest  boons  with 
which  a  kind  Providence  could  have  blessed  us.  I,  therefore, 
can  rightly  appreciate  the  books  I  recommend.  In  them  I 
think  I  see  the  elements  of  all  that  is  useful  to  man. 


Extract  of  a  letter  from  President  Young,  of  Danville,  Ky. 

I  heartily  approve  of  the  plan,  and  think  that  it  would  suc- 
ceed to  some  extent  immediately,  and  to  a  very  great  extent 
ultimately,  in  all  those  States  in  which  there  is  a  common 
school  system.  It  would  eertainlyelevate  and  purify  common 
schools  by  a  direct  influence,  and  ultimately,  by  an  indirect 
influence,  it  would  extend  them. 

The  idea  of  furnishing  libraries  to  common  schools  has 
been  entertained  for  some  time.  I  have  not  a  doubt  that  very 
soon  they  will  be  introduced  into  schools,  and  that  the  plan 
of  having  them  will  in  time  beccme  universal.  The  wants 
of  the  age  demand  them.  Public  attention  is  beginning  to  be 
turned  to  the  subject,  and  the  work  of  furnishing  such  libra- 
ries will  soon  be  commenced  in  some  quarter  or  other.  Now 
it  is  highly  desirable  that  such  an  establishment  as  the  Ameri- 
can Sunday-school  Union  shall  take  the  business  in  hand,  as 
they  possess  the  means  of  doing  it  cheaply,  and  doing  it  in 
the  best  way.  Their  publications  arc  moral — the  morality 
based  on  the  only  true  ground,  the  Bible ;  and  the  union  of 
individuals  of  various  sects  would  guaranty  against  sectarian 
publications,  of  which  there  would  be  danger  if  the  publica- 
tions should  issue  from  the  press  of  either  an  individual,  or  a 
company  chartered  for  the  purpose,  with  a  view  to  make 
gain. 


From  Rev.  J.  B.  Taylor,  of  the  Bap.  Ch.,  Richmond,  (Ta.)J 
If  a  good  assortment  of  reading  books  were  placed  within': 
the  reach  of  youth  in  our  common  schools,  the  tendency! 
would  be  to  awaken  many  dormant  minds,  and  give  an  im-  j 
pulse  to  their  powers  which  might  result  in  vast  good  to  the^j 
community;  while  an  important  benefit  would  be  realized  in] 
checking  the  growth  of  licentious  principles  and  habits. 

In  this  work  a  wide  range  of  dl'octive  labour  will  be  pre-j 
sented  before  the  American  Sunday-school  Union.  They  can, 
and  surely  they  will,  occupy  the  field. 

FREDERICK  J    TEQQM 

31    PC 


ESSAY 


THE  USES  AND   ABUSES 


SABBATH  SCHOOL  LIBRARIES. 


RACKLIFF   &    KING 

1838. 


COtfSIDERATIOXS 

OF 

THE     USES     AND     ABUSES 

OF 

SUNDAY-SCHOOL    LIBRARIES. 


GENERAL 


CONSIDERATIONS 

OF 

THE   USES   AND   ABUSES   OF  SUNDAY-SCHOOL 
LIBRARIES. 


In  the  early  history  of  Sabbath-schools  we  find  the  practice  prevailed 
of  giving  away  books  as  premiums.  The  proficiency  or  general  merit 
of  the  pupil  was  determined  by  the  punctuality  of  his  attendance,  his 
good  behaviour,  and  the  number  of  verses  or  answers  he  had  repeated 
from  memory  during  some  preceding  period.  The  books  thus  bestowed 
were  the  child's  property,  to  be  taken  home  and  kept  as  his  own  ;  and 
in  large  schools  the  number  of  books  thus  distributed  often  amounted  to 
one  or  two  hundred  volumes  at  a  time.  The  expense  of  this  plan,  it  is 
obvious,  could  be  borne  by  but  few  schools,  and  the  variety  of  reading 
afforded  to  each  child  in  the  course  of  a  year  was  very  limited.  Besides 
this,  the  practice  of  overloading  the  memory  with  verses  and  hymns  fell 
into  disrepute,  and,  together  with  the  premium  system,  gave  place  to  the 
better  plan  of  limited  lessons  and  circulating  libraries,  now  so  generally 
adopted  in  this  country,  and  known,  1  believe,  in  no  other  country  in  the 
same  form.  Each  child  in  our  schools  may  have  the  reading  of  fifty- 
two  books  in  the  year,  and  may  select  them  from  a  variety  of  several 
hundreds ;  and  each  of  these  books  will  also  be  open  to  all  the  other 
children  who  may  be  disposed  to  read  them,  and  this  for  a  series  of 
years,  or  until  the  volume  is  worn  out. 

There  are,  however,  partial  evils  attending  this  better  plan.  The 
time  usually  employed  in  regulating  and  distributing  the  library  is  con- 
siderable; the  knowledge  of  the  books,  which  is  indispensable  to  the 
judicious  use  of  them,  is  possessed  by  very  few ;  and  when  a  new  and 
popular  volume  is  added  to  the  library  (or  even  a  half  dozen  of  them)  it 
may  be  weeks,  or  even  months,  before  all  those  who  wish  to  read  them 
can  have  the  opportunity. 

But  some  of  these  evils  are  not  necessarily  incident  to  the  system. 
They  rather  grow  out  of  the  imperfect  and  unskilful  administration  of  it. 
And  I  hope  to  show  good  evidence  of  this  in  the  progress  of  our  in- 
quiries ;  in  the  prosecution  of  which  it  is  important  to  examine,  in  the 
first  place,  the  materials  out  of  which  a  Sabbath-school  library  should  be 
formed.  And  under  this  head  we  must  first  determine  by  what  rules 
the  purchaser  should  be  governed  in  the  selection  of  a  library.  There 
must  be  a  limit  to  the  class  of  books  which  are  suitable  for  this  purpose ; 
and  to  fix  this  limit  we  must  know  what  are  the  legitimate  objects  or 


uses  of  a  Sabbath-school  library.  And  it  is  apparent  that  they  should 
be  in  strict  accordance  with  the  design  of  the  school  itself.  THE 

LIBRARY    IS   THE    TEACHER*S    ADJUNCT   OR   AUXILIARY.      It  IS  to  Carry  OUt, 

illustrate,  and  enforce  the  truths  which  the  teacher  inculcates.  If  the 
subject  of  the  lesson,  for  instance,  is  the  sinfulness,  folly,  and  meanness 
of  falsehood,  the  books  called  " Robert ;  Margaret,  and  Maria,"  or  the 
"Little  Story  Book,"  or  the  "First  of  April,"  or  the  "Little  Deceiver 
Reclaimed,"  will  illustrate  it  to  the  children  of  the  smaller  classes ;  while 
*'  Cousin  Clara"  will  do  the  same  office  for  a  larger  class  of  girls,  and 
"  The  Only  Son"  for  a  larger  class  of  boys. 

Of  course,  whatever  would  be  a  suitable  subject  for  Sabbath-school 
instruction  is  a  suitable  subject  for  a  Sabbath-school  book;  and  what- 
ever method  of  illustrating  and  enforcing  religious  truth  would  be  proper 
for  the  teacher,  is  proper  for  the  author.  I  do  not  mean  that  the  style 
and  manner  are  to  correspond — this  is  neither  practicable  nor  desirable. 
We  should  only  require  that  the  general  character  and  bearing  of  the 
printed  instruction  should  be  in  harmony  with  the  general  character  and 
bearing  of  the  oral ;  and  that  both  should  rest  on  the  basis  of  inspired 
truth. 

The  best  way  of  illustrating  our  principle  is  to  take  two  or  three 
actual  cases.  I  have  seen  in  several  libraries  lately,  "  Six  Months  in  a 
Convent,"  and  "  Supplement  to  Six  Months  in  a  Convent."  Now,  the 
plain  practical  question  which  I  would  ask  respecting  these,  and  even 
books  much  less  exceptionable  than  these,  is — What  great  principle  of 
religious  truth  do  they  serve  to  illustrate  ?  What  doctrine  or  duty  of 
the  Christian  religion  do  they  assist  the  teacher  to  apply  and  enforce? 
If  none,  we  should  hold  them  to  be  unsuitable  for  a  Sabbath-school 
library.  The  same  remark  would  apply  to  the  "History  of  Columbus," 
"Indian  Wars,"  " Parley'' s  Magazine,"  "  The  House  Hive  in,"  "Even- 
ing Readings  in  History,"  and  from  thirty  to  fifty  others  whose  titles 
might  be  given.  We  should  exclude,  therefore,  from  the  class  of  books 
out  of  which  the  library  is  to  be  selected  all  those  whose  DIRECT  and 
MAIN  purpose  is  not  to  aid  the  teacher  in  the  business  of  religious  in- 
struction. 

It  may  be  objected  that  many  pupils  are  so  averse  to  religious  instruc- 
tion that  it  is  as  much  as  the  teacher  can  do  to  retain  them  in  the  class, 
even  with  the  most  attractive  books  that  can  be  furnished  ;  and  if  it 
should  be  required  of  them  to  read  a  strictly  religious  work,  it  would 
surely  drive  them  off.  Hence  the  teacher  feels  bound  to  give  them  an 
entertaining  history  or  some  story  book,  with  here  and  there  a  scrap  of 
religious  truth,  smothered  in  amusing  anecdotes  or  curious  narratives. 

We  should  reply  to  all  this,  that  it  is  far  better  to  provide  extraordi- 
nary means  for  extraordinary  cases,  than  to  violate  a  sound  principle  to 
meet  an  emergency.  If  it  is  really  necessary  to  hire  the  child  to  attend 


the  school,  we  would,  in  the  first  place,  try  to  improve  our  mode  of 
teaching  and  visiting,  and  adapt  it  more  wisely  to  the  peculiar  tempera- 
ment of  such  a  pupil ;  and  secondly,  we  would  procure  the  entertaining 
book  from  some  private  source,  and  let  it  be  a  week-day  matter,  entirely 
without  and  aside  from  the  school,  between  the  teacher  and  the  indivi- 
dual scholar.  In  the  mean  time,  it  should  be  our  endeavour  to  form  in 
the  mind  of  the  child  a  more  correct  judgment,  and  to  remove  those 
prejudices  which  are  generally  the  offspring  of  ignorance  or  a  perverted 
taste.  We  cannot  doubt  that,  under  proper  training,  a  boy  may  be  as 
deeply  interested  in  the  story  of  Francke  and  his  wonderful  enterprises, 
or  Pastor  Oberlin  or  Colonel  Gardiner,  as  in  the  story  of  Franklin  or 
Bonaparte;  nor  that  a  girl  may  contemplate  the  extraordinary  scenes 
through  which  Mrs.  Judson  passed,  with  as  much  interest  as  she  would 
feel  in  the  history  of  Mary  Queen  of  Scots  or  the  Lady  of  the  Manor. 
At  all  events,  the  purchaser  of  a  Sabbath-school  library  cannot  be  ex- 
pected to  have  in  view  such  particular  cases  as  we  just  now  mentioned, 
but  must  make  his  selection  with  reference  to  the  general  wants  of  the 
school;  and  in  doing  this,  should  exclude,  as  we  maintain,  all  books 
not  directly  calculated  to  favour  and  materially  assist  the  teacher  in  a 
course  of  strict  religious  instruction. 

&  _ 

A  second  rule  we  should  propose  would  exclude  from  the  class  of 
books  from  which  a  library  for  the  use  of  the  pupils  of  a  Sunday-school 
should  be  selected,  all  such  as  are  unsuited  in  character,  size,  style,  or 
subject,  to  the  mass  of  pupils.  Among  books  which  are  found  in  libra- 
ries, and  which  we  should  regard  as  unsuitable  in  character  or  size,  or  both, 
are  "  Hornets  Introduction,"  "  Edwards  on  the  Affections,"  "  Sermons  for 
Aged  People,"  "Jay's  Closet  Exercises,"  "@wen  on  Spiritual-minded- 
ness"  &c.  &c,  We  could  make  out  a  catalogue  of  some  fifty  or  one 
hundred  volumes  under  this  head.  How  f%r  these  books,  or  a  selection 
of  them,  may  be  made  useful  as  a  library  for  teachers,  this  is  not  the 
place  to  inquire. 

As  examples  of  those  which  are  unfit  in  respect  to  style,  we  should 
hardly  know  where  to  begin  or  where  to  stop.  We  are  not  for  excluding 
every  book  which  all  children  cannot  understand,  nor  such  as  contain 
thoughts  and  expressions  that  will  demand  attention,  study,  and  inquiry 
even  in  the  most  forward  and  intelligent  of  the  school.  Our  views  must 
be  enlarged,  and  our  knowledge  increased,  and  our  curiosity  stimulated, 
by  finding  something  which  requires  the  exercise  of  the  intellectual 
powers.  These,  like  the  bodily,  are  to  be  developed  by  effort  and 
trial.  And  as,  in  teaching  the  little  child  to  walk,  we  require  him  to 
come  to  us  rather  than  wait  for  us  to  go  to  him,  so,  in  leading  the  exer- 
cises of  the  mind,  we  do  well  to  keep  a  little  before  it,  in  order  that  it 
may  be  the  more  excited  to  assist  itself.  But  as  it  will  not  do  in  the 
former  case  to  require  the  little  fellow  to  leap  over  the  table  nor  climb 


the  precipice,  so,  in  the  latter,  we  must  not  expect  that  the  premature 
mind  will  take  the  force  of  expressions  and  illustrations  which  are 
scarcely  intelligible  to  the  wisest  of  its  teachers. 

One  or  more  sentences  of  an  objectionable  character,  in  this  respect, 
might  occur  even  in  a  hook  which  is,  on  the  whole,  well  adapted  to  the 
library;  but  there  are  a  score  or  two,  perhaps,  that  have  enjoyed  not  a 
little  popularity  among  Sabbath-schools,  the  general  style  of  which  is 
altogether  above  the  apprehension  of  those  who  use  them.  These  we 
should,  of  course,  put  aside. 

And  finally,  as  to  subject,  we  should  limit  the  selection  to  such  as  are 
strictly  religious,  and  adapted  to  the  circumstances  of  childhood  and 
youth,  A  grossly  deistical  book  might  be  prepared  with  much  more  of 
religious  truth  in  it,  than  can  be  found  in  many  works  on  natural  science 
which  have  free  admission  into  our  Sabbath-school  libraries.  The 
principle  we  would  maintain  is  simply  this — that  the  leading  subject  of 
every  Sabbath-school  library  book  should  present  distinctly  to  view  one 
or  more  of  the  great  principles  of  the  Christian  religion;  and  it  should 
be  wrought  into  the  volume  and  exhibited  in  its  various  bearings,  so 
that  when  the  child  has  properly  read  the  book,  the  truth  and  importance 
of  this  great  principle  shall  make  a  deeper  impression  than  any  thing 
else  about  the  volume.  To  illustrate  our  meaning,  we  will  take  "  Susan 
Ellmaker,"  one  of  the  late  publications  of  the  American  Sunday-school 
Union,  the  design  of  which  is  to  explain  and  illustrate  the  doctrine  of 
the  resurrection  of  the  dead.  There  is  no  doubt,  we  think,  that  the  child 
who  reads  this  book  will  be  readily  interested  in  the  personal  history  of 
Susan  Ellmaker  and  of  her  old  friend  the  gardener;  but  we  apprehend 
that  when  the  reading  is  finished,  if  it  has  been  read  with  any  degree  of 
intelligence  and  serious  attention,  the  deepest  impression  on  the  mind 
will  be,  that  the  dead  shall  surely  be  raised. 

And  not  only  should  the  subject  be  of  this  cast,  but  it  should  be  suffi- 
ciently important  and  striking  to  justify  its  claim  to  such  attention.  Many 
juvenile  biographies  are  published,  which,  when  stripped  of  their  orna- 
ments, show  nothing  more  striking  in  intellectual  or  religious  character 
than  may  be  found  or  produced  in  hundreds  and  thousands  of  surviving 
children.  This  is  not  the  place  to  treat  of  still  weightier  objections  to 
books  of  this  class.  The  position  we  take  is,  that  all  books  should  be 
p>xcluded  from  the  shelves  of  the  Sabbath-school  library  the  subject  of 
which  is  not  suited  to  the  circumstances  of  children  and  youth  in  a  Sab- 
bath-school. We  have  lately  seen  in  several  schools  "  Mr.  Pug's  Note- 
book," in  which  the  habits  of  a  hog  are  used  to  illustrate  some  of  the 
evils  of  a  bad  temper.  The  pictures  are  chiefly  concerned  with  the  adven- 
tures of  this  animal ;  and  though,  once  in  a  long  while,  religious  truth  is 
forced  in,  after  the  manner  sometimes  employed  in  giving  impulse  to  the 
animal  himself,  it  is  not  the  main  purpose  or  tendency  of  the  book  to  make 


religious  impressions — and  for  the  simple  reason,  that  the  subject  itself 
is  not  suitable  for  a  Sabbath-school  library  book.  Some  subjects  are  too 
high,  others  too  low — some  are  trivial,  others  are  ludicrous — others  still 
are,  from  their  very  nature,  inappropriate.  Among  the  last,  we  might 
mention  "  Ellen,  or  the  Visit  of  the  Rod,"  which  treats  of  the  impro- 
priety of  the  marriage  of  professors  of  religion  with  those  who  are  not 
professors ;— -or  "  Advice  to  a  New-married  Couple" — or  "  Lectures  on 
Diet."  It  is  in  this  view,  if  in  no  other,  that  we  should  reject  "  The 
Rich  Poor  Man  and  the  Poor  Rich  Man,"  "  Live  and  let  live,"  and 
others  of  the  same  kind,  that  are  finding  their  way  into  Sabbath- 
school  libraries,  and  have  certainly  a  much  better  right  there  than  many 
of  the  books  already  on  the  shelf.  Yet  it  is  perfectly  obvious  that, 
whatever  may  be  their  excellence  as  works  for  general  reading  or  for 
common  schools,  they  are  not  suited,  in  character  or  subject,  to  the  pur- 
poses of  a  Sabbath-school  library. 

A  third  and  most  important  point  to  be  determined  in  selecting  a  Sab- 
bath-school library  is,  who  is  responsible  for  the  character  of  the  books  ? 

It  would  be  well  if  every  book  proposed  to  be  added  to  the  library 
could  be  carefully  examined  beforehand  by  the  superintendent  or  (where 
the  school  is  connected  with  a  particular  church)  by  the  minister.  In 
case  of  their  inability,  the  next  best  thing  would  be  to  have  them  so 
examined  by  some  intelligent,  judicious  person  connected  with  the 
school,  to  whom  reference  might  be  made  in  case  any  objection  should 
arise  to  a  particular  volume.  We  are  aware  that  it  would  be  very  diffi- 
cult in  many  schools  to  find  a  person  competent  to  this  service  and  will- 
ing to  engage  in  it ;  but  if  the  parents  and  patrons  of  the  school  consider 
the  officers  of  it  competent  to  teach  religious  truth,  they  must  be  sup- 
posed competent  to  judge  of  the  propriety  and  correctness  with  which 
the  same  truth  is  taught  in  the  library  books,  which  are  really  only  so 
many  assistants  to  the  teachers.  This  is  all  theory,  however.  As  a 
matter  of  fact,  very  few  libraries  are  supplied  with  books  upon  such  an 
examination  by  anybody.  The  usual  course  is,  when  the  money  is 
raised  to  replenish  the  library,  to  commit  it  to  some  person  who  is  going 
where  Sabbath-school  books  are  to  be  had.  The  bookseller  or  keeper 
of  the  depository  is  told — "  Here  are  five,  ten,  or  twenty  dollars,  as  the 
case  may  be,  which  our  school  has  sent  for  books.  Here  is  a  catalogue 
of  what  we  have;"  or,  if  no  catalogue  is  produced,  "  We  purchased  our 
last  supply  a  year  ago,  and  we  want  only  such  books  as  have  been  pub- 
lished within  a  year."  If  the  person  charged  with  the  business  happens 
to  be  familiar  with  the  subject,  (an  advantage  very  rarely  possessed,) 
he  is  shown  to  a  particular  part  of  the  store  where  this  kind  of  stock  is 
kept,  and  will  be  told  to  look  for  himself.  He  has  two  or  three  hours, 
perhaps,  in  which  to  select  from  thirty  to  one  hundred  volumes,  and  it 
is  sufficiently  obvious  that  his  selection  must  be  made  very  much  in  the 
dark. 


8 

We  have  an  apposite  illustration.  A  short  time  since  I  was  tarrying 
for  a  day  or  two  in  one  of  the  chief  towns  of  New  England,  and  in  pass- 
ing I  saw  a  sign  on  which  were  inscribed,  very  conspicuously,  the  words 
"SABBATH-SCHOOL  BOOKS."  Assuming  the  character  of  an  inquirer  for 
books  of  this  class,  I  went  into  the  store  and  asked  the  person  in  charge 
if  he  kept  an  assortment  of  Sabbath-school  books'?  "We  do."  "Do  you 
keep  the  publications  of  the  American  Sunday-school  Union  1"  "  We  do." 
*'  I  should  like  a  copy  of  the  Life  of  Peter.  I  believe  that  is  one  of  their  late 
publications."  "  Peter  ?  Peter  I"  "  Yes,  sir."  "  Well,  sir,  we  have  not 
got  that."  "Have  you  the  Harvey  Boys?"  "No,  sir,  I  think  not."  "Bad 
Boy's  Progress1?"  "  Well,  sir,  suppose  you  step  round  and  look  at  our 
shelves ;"  and  thus  I  was  very  courteously  introduced  to  his  whole  stock. 
I  found  but  two  or  three  volumes  of  the  American  Sunday-school  Union's 
publications,  and  of  the  rest  it  may  suffice  to  say,  that  it  was  a  most 
heterogeneous  collection.  Several  of  the  volumes  have  been  decidedly 
condemned  by  the  religious  periodicals  of  the  day — others,  if  not  posi- 
tively pernicious,  were  entirely  irreligious  in  their  character;  and  others 
still,  were  sufficiently  condemned  as  Sabbath-school  books  by  the  names 
of  their  authors  and  publishers.  I  asked  the  bookseller  if  these  might 
all  be  depended  on  as  suitable  for  a  Sabbath-school  library  ?  "  Certain- 
ly," he  replied,  "or  they  would  not  be  there,  you  may  depend,  nor 
would  1  sell  what  I  supposed  was  improper."  "  I  see  here  the  French 
Cabin  Boys,-  is  that  approved  for  Sunday-school  libraries  ?"  "  1  believe 
it  is,  sir."  "  And  Mrs.  Hofland's  *  Sisters,'  and  *  The  Robins,'  shall  I 
be  safe  in  taking  these  ?"  "  I  presume  you  will,  sir." 

Now  we  have  no  doubt  that  the  man  was  perfectly  conscientious  in 
selling  these  and  other  like  books,  and  the  worthy  countryman  might  be 
perfectly  conscientious  in  buying  them ;  and  after  all  they  might  be  highly 
improper  and  injurious  as  Sabbath-school  books,  and  might  do  irrepara- 
ble mischief  before  they  were  even  suspected  of  evil. 

We  might  multiply  illustrations  of  this  point  to  almost  any  extent, 
and  easily  show  that  there  is  no  safety  for  the  purchaser  even  in  what 
are  sometimes  called  Sabbath-school  depositories,  but  in  a  personal 
knowledge  of  the  character  of  the  books,  or  of  the  source  whence  they 
are  obtained  and  to  which  they  may  be  traced.  To  illustrate  our  posi- 
tion, we  shall  take  the  operations  of  the  American  Sunday-school  Union. 

Some  person  interested  in  the  education  of  children  and  the  advance- 
ment of  Sabbath-schools,  or  disposed  to  profit  by  the  labours  of  the  pen, 
undertakes  to  write  a  book,  perhaps  a  memoir  of  one  who  has  died  in 
his  vicinity,  or  a  sketch  of  some  interesting  scenes  or  incidents  within 
his  knowledge,  which  may  furnish  useful  religious  instruction.  He 
completes  his  manuscript,  submits  it  privately  to  one  or  two  friends,  who 
think  well  of  it,  and  concludes  to  send  it  on  to  Philadelphia  for  publica- 
tion. As  soon  as  it  is  received  at  the  Society's  office,  it  is  put  into  a 


course  of  examination.  By  whom  ?  There  is  a  standing  committee  of  eight 
men — viz.  two  Baptists,  two  Methodists,  two  Presbyterians,  and  two 
Episcopalians,  three  of  whom,  at  least,  read  the  manuscript  and  state  in 
writing,  each  one  for  himself,  whether  he  approves  or  disapproves  of  it  as 
a  Sabhath-school  book.  To  perform  this  labour,  personal  comfort  and 
convenience,  as  well  as  social  enjoyments,  are  often  foregone  or  abridged ; 
and  for  their  services  in  this  behalf,  they  are  unrequited  except  by  the 
consciousness  of  doing  good  or  preventing  evil.  For  their  fidelity  and 
sound  judgment,  the  character  of  the  men,  wherever  it  is  known,  is  a 
sufficient  guaranty. 

When  at  least  three,  and  sometimes  four  or  five,  have  read  and  ap- 
proved of  this  manuscript,  it  is  submitted  to  the  whole  committee  at  a 
stated  meeting,  where  there  is  an  opportunity  to  read,  examine,  and  dis- 
cuss at  large  the  merits  of  the  work ;  to  make  inquiries  and  objections, 
or  propose  modifications  ;  in  short,  the  whole  subject  is  open  for  consi- 
deration and  decision.  At  such  a  meeting  this  manuscript  is  solemnly 
passed  upon  as  suitable  or  unsuitable  for  a  Sabbath-school  library  book. 
If  any  member  of  this  committee  object  to  the  manuscript  for  any  cause 
not  removable — whether  it  be  subject,  style,  tendency,  or  general  cha- 
racter, it  is  returned  to  the  author  as  unsuitable  for  our  purpose.  If  it 
is  approved,  the  terms  of  the  copyright  are  adjusted,  and  the  manuscript 
passes  through  the  hands  of  an  editor  employed  expressly  for  that  ser- 
vice, that  it  may  be  duly  prepared  for  publication.  Now  should  this 
book  prove  to  be  improper,  in  any  view,  for  a  Sabbath-school  library,  it 
can  be  traced  home  at  once.  Its  origin  is  told  on  its  very  face,  and  the 
very  men  who  examined  and  approved  of  it,  and  gave  it  the  sanction  of 
the  American  Sunday-school  Union,  are  well  known  and  can  be  easily 
found.  There  is  no  way  for  them  to  evade  the  responsibility.  We  ask 
then,  is  not  the  fact  that  we  have  four  or  five  hundred  Sabbath-school 
library  books  resting  on  a  distinct,  direct,  tangible  responsibility  like 
this,  an  important  fact,  not  easily  overrated  ?  When  the  purchaser  of  a 
library  book  takes  up  a  volume  with  the  name  of  the  American  Sunday- 
school  Union  on  the  title-page,  he  has  a  positive  assurance  from  several 
men  of  piety,  intelligence,  and  good  judgment,  and  not  personally  inte- 
rested at  all  in  the  event  of  its  sale,  that  that  book  is  suitable  for  the 
Sunday-school  library — that  it  contains  sound  scriptural  instruction,  and 
that  it  is  free  from  sentiments  offensive  to  any  evangelical  denomination. 
We  cannot  believe  that  this  aid  in  the  selection  of  a  Sunday-school 
library  is  properly  appreciated,  and  the  grounds  of  our  doubt  will  appear 
in  the  sequel. 

It  will  be  observed  that  we  do  not  claim  exclusive  preference  for  the 
books  of  the  American  Sunday-school  Union.  So  far  as  other  publica- 
tions are  attended  (in  fact,  not  in  form  merely)  with  the  same  care,  and 
have  the  same  direct  and  tangible  responsibility  for  their  character,  so 

B 


10 

far,  other  things  being  equal,  they  may  be  entitled  to  the  same  confidence. 
It  is  true,  however,  we  apprehend,  that  there  is  no  society  in  this  or  any 
other  country,  organized  on  the  same  principle,  that  professes  to  publish 
Sabbath-school  library  books.  There  are  several  strictly  denominational 
societies  that  publish  books  for  the  supply  of  their  denominational  wants. 
Such  are  the  Sunday-school  Societies  of  the  Episcopal  and  Methodist 
churches,  at  New  York;  the  Massachusetts  Sabbath-school  Society, 
(Congregational,)  and  the  New  E  ngland  Sabbath-school  Union,  (Baptist,) 
both  located  at  Boston.  The  publication  of  this  class  of  books,  however, 
so  far  from  superseding  the  necessity  of  the  American  Sunday-school 
Union's  operations,  renders  them  still  more  important  and  valuable. 
Particular  and  limited  wants  are  supplied  by  the  former;  general  arid 
universal  wants  by  the  latter.  Their  labours  are  important  to  their 
respective  churches;  those  of  the  American  Sunday-school  Union  to 
the  church  and  the  world  at  large.  The  latter  can  present,  without 
modification  or  admixture,  those  grand,  simple  truths  of  revelation  which 
the  Holy  Spirit  employs  for  the  conversion  of  sinners ;  the  former  can 
present  the  same  truths  in  forms  and  phrases  suited  to  the  views  of  their 
own  adherents  respectively,  but  by  that  very  process  made  unacceptable 
to  others.  The  American  Sunday-school  Union  can  have  no  objection  to 
their  labours  for  their  own  edification,  and  they  may  gladly  avail  them- 
selves of  the  Union's  to  supply  the  general  mass  of  their  Sunday-school 
library  books.  In  purchasing  the  books  of  these  societies  for  a  school 
composed  of  children  from  different  denominations,  great  care  should  be 
used  not  to  violate  the  catholic  principles  on  which  such  schools  profess 
to  be  established. 

There  are  some  circumstances  connected  with  the  purchase  and  sale 
of  these  books,  which  are  not  generally  understood,  and  which  have  a 
very  important  bearing  on  the  subject.  We  beg  the  attention  of  the 
friends  of  Sabbath-schools  to  a  brief  explanation  of  them. 

The  American  Sunday-school  Union  distribute  throughout  the  Union 
a  catalogue  of  their  books  and  prices.  These  prices  are  fixed  by  a  com- 
mittee of  unpaid,  unprejudiced,  and  disinterested  men,  at  the  lowest  point 
which  will  cover  the  expense  of  their  publication,  taking  into  view  the 
whole  series,  and  compensating  for  loss  in  one  form  by  gain  in  another. 
Now  it  is  thought  important  to  the  interests  of  the  institution,  that  the 
people  in  Utica,  Boston,  Cincinnati,  and  St.  Louis  should  get  a  copy  of 
Helen  Maurice,  for  example,  as  cheap  as  it  may  be  had  in  Philadelphia 
or  New  York.  The  catalogue  price  of  it  is  21  cents,  and  the  society 
says  to  the  trader  in  either  of  the  above  places,  Here  is  a  book  that  costs 
us  about  18  cents — we  agree  with  the  community  to  sell  it  at  21  cents 
— we  wish  you  to  take  it  and  sell  it  to  the  people  of  your  place  who 
wish  to  buy  ;  and  to  induce  you  to  do  so,  you  may  have  it  for  19  cents. 
The  two  cents  which  are  deducted  will  defray  the  expense  of  trausporta- 


11 

tion,  insurance,  &c.  and  a  little  more ;  you  will  of  course  sell  it  at  the 
catalogue  price,  which  is  known  to  everybody.  The  trader  replies,  that 
it  is  no  ohject  to  him  to  take  books  on  such  terms,  unless  it  be  to  make 
up  his  assortment  or  accommodate  his  customers.  That  he  can  get 
Sabbath-school  books  by  the  bushel-basket  full,  and  on  much  better 
terms,  from  booksellers  generally,  and  from  this  and  that  and  the  other 
society,  who  do  business  as  booksellers,  and  make  a  much  larger  profit 
by  their  sale.  A  single  example  will  show  how  this  may  be  done. 

A  printer  and  bookseller  in  the  country,  who  keeps  a  depository  of 
Sabbath-school  books,  recently  told  me  that  one  of  the  publishing  socie- 
ties employed  him  to  print  one  of  their  publications,  and  agreed  to  pay 
for  the  printing  in  the  society's  books.     Suppose  the  printer's  bill  to  be 
$100,  twenty-five  per  cent,  of  which  is  profit.  He  receives  $100  in  books 
at  fifteen  or  twenty-five  per  cent,  discount  from  the  catalogue  prices — a 
discount  the  society  can  well  afford  to  make,  inasmuch  as  they  pay  for 
their  work,  on  which  they  make  one  good  profit,  in  their  own  books,  on 
which  they  make  another  good  profit.     Of  course  the  printer  receives 
$100  worth  of  books  of  the  society  at  an  actual  cost  to  him  of  perhaps 
$50 — and  these  books  he  can  sell  out  again  to  traders  in  Utica,  Cincin- 
nati, and  St.  Louis  at  twenty-five  per  cent,  below  the  nominal  price  paid 
by  him,  and  still  realize  a  handsome  profit.     On  the  other  hand,  if  he 
buys  $100  worth  of  books  from  the  American  Sunday-school  Union,  he 
probably  pays  $90  for  them  in  cash  or  acceptances.     It  is  perfectly  ob- 
vious, therefore,  that  as  a  mere  matter  of  pecuniary  interest  he  will  buy 
and  sell  any  books  rather  than  theirs.     This  principle  applies  still  more 
strongly  to  the  great  mass  of  books  which  are  said  on  the  title-page  to  be 
"designed  for  Sunday-school  libraries,"  published  by  booksellers  ge- 
nerally. 'In  this  mass  may  be  found  many  valuable  and  excellent  books, 
which  we  are  always  glad  to  find  in  Sabbath-school  libraries,  and  of  which 
hundreds  and  thousands  have  been  called  for  and  sold  at  the  counters  of  the 
American  Sunday-school  Union.     In  the  exchange  of  books  among  book- 
sellers,this  mass  is  distributed, and  great  profits  are  often  realized  on  these 
exchanges.  Hence,  in  almost  all  bookstores  which  keep  a  stock  of  library 
books,  we  find  shelf  after  shelf  loaded  with  all  sorts  and  descriptions  of 
books,  the  size  or  character  or  price  of  which  do  not  absolutely  forbid 
their  being  placed  in  such  company.     When,  from  this  mass,  one  of  the 
books  of  the  American  Sunday-school  Union  is  taken  up  by  a  customer, 
the  bookseller  instantly  feels  that  the  very  best  bargain  he  can  make 
with  this  book  will  yield  but  a  meager  profit,  and  though  he  may  be 
disposed  to  convert  even  this  into  money  rather  than  let  it  lie  among  dead 
stock,  he  will  be  strongly  tempted  to  offer  the  inquirer  some  other  book 
on  which  he  makes  twenty-five  or  fifty  per  cent,  profit,  and  which,  for 
aught  he  knows,  will  do  as  much  good  as  the  other,  on  which  he  makes 
not  more  than  one  or  two  per  cent.   Here,  then,  is  a  dilemma  with  three 


12 

horns.  The  society  must  either  make  larger  discounts,  which  will  oblige 
them  to  raise  the  catalogue  prices,  and  of  course  tax  the  public  for  the 
profit  of  the  bookseller,  or  they  must  sell  their  books  for  less  than  they 
cost,  or  suffer  the  disadvantages  to  which  allusion  has  been  made. 
For  example,  they  can  raise  the  price  of  Helen  Maurice  to  30  cents,  and 
make  a  discount  to  the  trader  of  thirty-three  and  one-third  per  cent.,  and 
yet  save  the  cost  of  the  book.  But  Sabbath-schools  must  pay  the  dif- 
ference. They  must  give  30  cents  instead  of  21  cents  for  every  copy  of 
Helen  Maurice  they  buy,  in  order  that  the  bookseller  may  have  the  9 
cents  as  his  profit  on  those  he  buys.  As  the  books,  and  indeed  the 
whole  business  of  the  American  Sunday-school  Union,  may  be  considered 
as  the  stock  and  business  of  the  benevolent,  whose  interests  are  first  to  be 
consulted  ?  If  it  be  asked  what  prevents  the  Sunday-school  Union  from 
adopting  the  ordinary  principles  of  business  which  booksellers  and  other 
publishers  adopt,  we  can  only  reply,  that  the  design  of  the  society  to 
supply  books  at  the  lowest  terms  would  be  thereby  defeated,  and  the 
peculiar  character  of  its  publications,  as  well  as  the  organization  of  the 
institution,  forbid  the  adoption  of  the  common  principles  of  the  book- 
selling business.  The  reasons  could  be  shown  in  detail  if  there  were 
need. 

We  have  gone  into  this  investigation  for  the  purpose  of  explaining 
why  the  seller  of  a  Sabbath-school  book  is  not  ordinarily  a  disinterested 
judge  of  its  merits.  If  he  supposes  (as  most  booksellers  do)  that  the 
buyer  must  take  care  for  himself,  he  will  be  most  inclined  to  sell  what 
yields  the  best  profit,  and  as  bookseller's  stock,  or  the  stock  of  publishers 
that  deal  on  bookselling  principles,  yields  the  best  profit,  the  sale  of  this 
stock  will  be  urged,  while  the  books  of  the  American  Sunday-school 
Union,  which,  from  the  very  object  and  spirit  of  the  institution,  must 
have  a  fixed  price,  and  that  as  low  as  possible,  which  cannot  be  put  on  the 
principles  of  the  trade,  will  be  kept  back,  or  put  forward  only  to  secure 
Sabbath-school  custom. 

We  do  not  object  to  this  as  unfair  or  improper  in  any  sense,  nor  do  we 
complain  of  it.  We  only  mean  to  show  the  purchasers  of  Sabbath-school 
books,  that  they  must  look  out  for  themselves,  and  either  ascertain  by 
examination  the  character  of  the  books  they  buy,  or  rely  on  some  known, 
permanent,  direct,  Christian  responsibility. 

To  show  how  far  the  purchasers  of  libraries  are  influenced  by  the  ex- 
istence of  such  a  responsibility  as  we  have  claimed  for  the  books  of  the 
American  Sunday-school  Union,  it  may  suffice  to  state,  that  we  have 
examined,  in  the  course  of  the  past  season,  a  large  number  of  Sabbath- 
school  libraries  in  cities  and  in  the  country,  and  the  average  number 
of  these  books  found  in  them  is  from  one-fourth  to  one-fifth  of  the  whole 
number.  In  a  library  of  300  volumes,  75  will  be  the  books  of  the  Ame- 
rican Sunday-school  Union,  25  or  30  the  books  of  denominational  socie- 


13 

ties,  and  the  residue  (say  200)  would  be  from  the  miscellaneous  stock 
of  booksellers.  Among  these  last  we  have  found  Universalist  and  Uni- 
tarian books,  which  we  have  taken  out  and  presented  to  the  superintend- 
ent to  his  utter  amazement  and  mortification,  and  we  have  also  found  a 
large  number  of  books  which  we  are  persuaded  the  clergymen  and  judi- 
cious Christians  of  the  place  would  instantly  reject  as  unsuitable  for  a 
Sunday-school  library. 

If  in  the  preceding  remarks  we  may  seem  to  attach  undue  importance 
to  the  imprint  of  the  American  Sunday-school  Union,  and  too  little  to 
the  general  responsibility  of  publishers,  we  are  misapprehended.  We 
bear  cheerful  testimony  to  the  merit  and  uprightness  of  the  public 
press  in  this  country.  Book-publishers  and  booksellers,  as  a  body,  are 
among  the  most  intelligent  and  enterprising  classes  of  our  citizens,  and 
when  we  reflect  upon  the  immeasurable  mass  of  reading  matter  that  is 
annually  produced  by  their  enterprise,  we  must  admire  the  general  utility 
and  good  tendency  of  their  labours. 

It  is  sometimes,  said  by  the  superintendents  of  Sabbath-schools,  "  We 
receive  the  books  of  the  American  Sunday-school  Union,  and  of  one  or 
two  other  publishing  societies,  without  examination.  The  imprint  is  a 
sufficient  guaranty  for  us."  We  are  sorry  to  hear  this  language.  We 
have  as  strong  objections  to  some  works  published  by  societies  as  we 
have  to  the  mass  of  Sabbath-school  books  published  without  any  such 
sanction ;  and  as  every  publishing  society  but  the  American  Sunday- 
school  Union  is  avowedly  denominational  in  its  character,  and  as  there 
are  many  topics  of  deep  interest  which  now  agitate  the  public  mind, 
and  which  may  be  incautiously  or  designedly  introduced,  to  the  great 
prejudice  of  the  institution  and  to  the  reproach  of  the  Christian  faith, 
we  are  satisfied  that  this  indiscriminate  admission  of  books,  whatever 
their  imprint  may  be,  is  attended  with  hazard,  and  we  had  much  rather 
the  publications  of  the  American  Sunday-school  Union  were  submitted 
to  the  most  rigid  scrutiny  of  purchasers,  and  incur  the  risk  of  condemna- 
tion, than  have  them  embraced  with  others  in  this  general  sentence  of 
approbation. 

The  sum  of  our  observations  under  this  head  is  this — .That  those  who 
purchase  for  Sabbath-school  libraries  should  first  obtain  all  the  books  they 
can  find  that  have  a  direct  and  special  responsibility  attached  to  them 
upon  the  title-page,  so  that,  if  a  single  volume  turns  out  to  be  excep- 
tionable, it  may  be  traced  home  to  its  source,  where  somebody  may  be 
found  who  may  be  held  responsible  to  the  Sunday-school  community  for 
its  publication.  No  bookseller  can  be  held  thus  responsible. 

The  class  of  books  to  which  such  a  responsibility  attaches  probably 
exceeds  Jive  hundred  volumes.  If  the  purchaser  requires  a  larger  supply, 
we  think  he  is  bound  to  obtain  it  on  the  personal  religious  responsibility 
of  some  one  known  to  him,  and  who  knows  the  character  of  the  book  or 


14 

books  purchased — or  else  upon  his  own  examination  of  them  before  they 
are  placed  upon  the  shelves.  A  less  rigid  rule  would  not  secure  the 
end,  nor  is  it  required  by  the  circumstances  of  the  case. 

This  leads  us  to  examine  the  nature  and  cause  of  the  great  demand 
for  Sabbath-school  books,  which  is  so  universally  pleaded  as  a  reason 
for  haste  and  an  apology  for  carelessness  in  the  selection  of  libraries. 

We  hold  that  there  are  good  and  unexceptionable  books  to  be  had  at 
a  fair  price,  enough  to  supply  the  legitimate  wants  of  Sabbath-school 
libraries,  the  character  of  which  is  fully  guarantied,  and  of  course  there 
can  be  no  necessity  for  introducing  those  that  are  not  known  to  be  suit- 
able. And  we  moreover  hold  that  an  addition  of  from  thirty  to  fifty 
volumes  a  year  to  a  common  Sunday-school  library  is  as  much  as  the 
interests  of  the  school  require  or  justify.  These  positions  we  shall 
attempt  to  establish. 

A  large  majority   of  the   Sabbath-schools    in  this  country  contain 
much  less  than  100  pupils.     The  latest  returns  we  have  seen  do  not 
give  an  average  of  sixty.     In  81  schools  in  the  ci-ty  of  New  York, 
the  returns   show  an  average  of  180   pupils.     Probably  this  far  ex- 
ceeds the  number  in  actual  attendance.     We  have  had  no  returns  from 
the  schools  of  Philadelphia  for  several  years.     In  the  largest  school  in 
New  York,  which  returns  600  pupils,  only  260  attended  in  March  last; 
and  of  the  whole  number,  but  about  two-thirds  could  read  the  Scriptures 
at  all.     We  presume  that  the  time  has  not  been  known  in  that  school 
when  more  than  200  pupils  took  books  from  the  library  at  one  time.    In 
ten  of  their  largest  schools,  in  which  there  is  an  average  return  of  280 
scholars,  they  had  an  average  attendance  of  180  in  March  last,  and  an 
average  library  of  900  volumes.     A  faithful  investigation  would  pro- 
bably show  that  of  these  180  not  more  than  one-half  use  the  library. 
Some  are  incapable  of  using  it,  from  ignorance  or  tenderness  of  age ; 
others  have  the  same  books,  and  more  than  they  can  read,  at  home; 
some  have  no  desire  to  use  it,  and  a  few,  perhaps,  are  denied  the  use  of 
it,  as  a  punishment.     Here,  then,  we  have  ten  volumes  of  religious 
Beading  to  each  scholar,  or  eighteen  years'  reading  at  the  rate  of  a 
volume  a  week,  without  taking  into  the  account  the  additions  which  are 
made  during  that  period,  amounting  (at  an  annual  increase  of  only  fifty 
volumes)  to  900  volumes  more!    In  one  of  the  ten  schools  which  make 
up  the  above  average,  we  find  1100  volumes  and  66  pupils,  three  of 
whom  do  not  read  the  Scriptures.     This  would  probably  furnish  from 
fifteen  to  twenty  volumes  a  year  to  each  reading  pupil,  without  inter- 
change.    Now,  we  hold  this  to  be  utterly  preposterous.    A  million  and 
a  half  of  dollars  would  not  supply  our  schools  with  libraries  on  this 
scale,  though  they  were  obtained  at  the  rate  of  fifteen  cents  per  volume, 
to  say  nothing  of  additions  to  the  amount  of  fifty  thousand  or  a  hundred 
thousand  per  annum. 


OF  THE 

;  UNIVERSITY 

OF 

. 
It  may  be  well  to  look  again  for  a  moment  to  the  precise  object  'of  ^i 

Sunday-school  library.  Here  are  one  hundred  children.  Fifteen  of  them 
have  more  Sunday-school  books  of  their  own  than  they  can  read,  and 
twenty  are  not  sufficiently  advanced  to  read  a  library  book.  Of  the  re- 
maining sixty-five  we  may  suppose  that  at  least  one-half  attend  a  daily 
school,  which,  with  necessary  recreation  and  domestic  duties,  will  oc- 
cupy most  of  their  time.  On  the  Sabbath  they  have  a  Scripture  lesson 
to  get,  which,  if  properly  studied,  will  occupy  from  one  to  three  hours. 
This,  with  the  attendance  on  school  and  public  worship,  will  consume 
most  of  the  Sabbath.  It  is  obvious,  therefore,  that  very  little  time  can 
be  found  by  these  for  the  profitable  reading  of  a  library  book.  There 
remain  thirty-three  pupils  on  whom  we  might  depend  to  take  books. 
Some  of  these,  however,  are  averse  to  reading  of  any  kind  ;  others  are 
fond  of  very  different  reading  from  that  which  the  Sunday-school  library 
affords,  and  indulge  their  vicious  inclinations  at  home,  not  unfrequently 
with  parental  sanction;  and  a  majority  have  seen  the  library  so  long, 
and  are  so  accustomed  to  the  titles,  character,  and  outward  appearance 
of  the  books,  that  they  will  promise  themselves  neither  instruction  nor 
amusement  from  the  use  of  them.  With  all  these  exceptions,  however, 
there  will  doubtless  be  found  in  every  school  some  few  children  and 
youth  who  love  to  read  Sabbath-school  books,  and  who  will  always 
gladly  avail  themselves  of  the  privileges  of  the  library.  For  these,  then, 
we  must  provide,  and  we  should  provide  the  VERY  BEST  AND  CHOICEST 
BOOKS  that  the  market  affords  or  the  wit  of  man  can  make.  Not  one 
vain,  irrelevant,  or  superfluous  thought  or  illustration  should  have  a 
place  in  them.  They  should  hold  the  very  cream  of  religious  in- 
struction. 

Not  only  so.  The  character  of  these  books  should  be  well  known  to 
the  teachers  in  whose  classes  they  circulate,  and  great  skill  should  be 
employed  in  adapting  the  use  of  the  library  to  the  character,  habits,  and 
peculiar  circumstances  of  the  pupil;  so  that,  as  we  intimated  at  first, 
the  teacher  shall  find  the  very  book  that  shall  be  his  assistant,  coming  in 
at  the  right  moment,  with  a  full  understanding  of  the  pupil's  case,  and 
giving  point  and  effect  to  the  series  of  oral  instructions  which  have  been 
imparted  from  the  lesson  of  the  day.  The  book  should,  of  course,  be 
adapted,  in  size,  &c.,  to  the  time  which  may  be  had  for  reading  it,  and 
all  due  allowance  should  be  made  for  the  impatience  and  frivolity  of 
childhood,  its  incapacity  for  long  or  close  application,  and  the  imma- 
turity of  its  powers,  and  consequent  insufficiency  to  receive,  understand, 
and  rightly  estimate  the  counsels  of  truth  and  wisdom. 

Thus  we  have  an  imperfect  view  of  the  theory  of  the  Sabbath-school 
library  system,  as  we  understand  it.  And  we  need  not  say  how  different 
from  all  this  is  the  practical  exhibition  of  heaps  upon  heaps  of  all  sorts 
and  descriptions  of  books,  from  8vos.  to  64mos.,  including  all  departments 


16 

of  natural  and  moral  science,  and  gathered  together  from  all  sources,  so 
long  as  money  or  credit  would  hold  out  to  buy,  and  the  picture-loving, 
novelty-seeking  children  cried  out  for  "  New  books  !  New  books  !  Give 
— give — who  will  give  us  some  new  books?"* 

And  to  crown  the  scene,  there  is  often  placed  at  the  head  of  the  heap 
some  one  who  knows  no  more  of  the  inside  of  the  books  than  if  they 
were  in  the  Hebrew  tongue,  and  he  is  required  to  distribute  them  by 
some  arbitrary  rule  which  gives  the  "  Five  Apprentices"  to  a  girl,  and 
"  Letters  to  a  Sister"  to  a  boy;  or,  to  take  a  less  glaring  instance  of 
inconsistency,  furnishes  a  boarding-school  girl  with  "  Olive  Smith"  or 
"Ann  Connover,"  both  written  expressly  for  girls  at  service,  and  gives 
a  girl  at  service  "  Cousin  Clara"  or  "  Ellen  Carroll,"  both  written  ex- 
pressly for  girls  at  boarding-school.  How  could  two  persons  play  more 
completely  at  cross  purposes  than  the  author  and  the  teacher  in  their 
respective  operations  ? 

It  will  be  perceived  that  the  view  we  have  taken  of  the  purpose  and 
use  of  a  Sunday-school  library  greatly  reduces  and  simplifies  the  labour 
of  selecting  one.  The  purchaser  may  find,  perhaps,  within  the  compass 
of  his  own  knowledge  or  that  of  the  minister  of  the  congregation,  or  he 
may  receive  from  perfectly  well  known  and  responsible  sources,  a  col- 
lection of  at  least  five  hundred  Sabbath-school  books.  Surely  out  of  all 
these  he  may  gather  up  a  library  of  three  or  four  hundred  volumes  (if 
needed)  of  appropriate  and  attractive  religious  reading,  which  will  suf- 
fice, and  much  more  than  suffice,  as  we  apprehend,  for  the  wants  of 
ninety-nine  in  a  hundred  of  the  Sabbath-schools  of  the  United  States. 

Suppose  (if  a  supposition  so  incredible  may  be  used  even  for  argu- 
ment's sake)  that  the  prevailing  notions  on  this  subject  should  be  aban- 
doned, and  the  monstrous  abuses  of  the  system  be  so  far  corrected  as  to 
give  us,  for  our  libraries,  a  choice  selection  of  well  known  and  universally 
approved  books  from  responsible  sources,  how  would  we  use  them? 

We  are  aware  of  the  multitude  of  experiments  that  have  been  tried, 
and  of  the  approved  and  ingenious  plans  that  now  prevail  for  the  distri- 
bution of  libraries.  There  is  in  them  all,  however,  so  far  as  we  know, 
one  radical  and  fatal  defect;  they  do  not  require  the  teacher  to  be  familiar 
with  the  character  and  design  of  the  books.  In  the  absence  of  this  grand 


*  The  following  extract  from  a  late  Sabbath-school  periodical  is  worthy  of  preservation : 
"  There  is  a  strange  prejudice  in  some  quarters  in  favour  of  new  Sunday-school  books. 
Even  a  school  that  has  never  seen  a  dozen  books  will  often  be  particular  in  ordering  new 
ones.  We  would  hint  to  such  purchasers— 1.  That  many  of  the  oldest  publications  are  the 
best.  2.  That  new  ones  cannot  be  issued  so  fast  as  to  supply  a  library  without  the  addition 
of  old  ones.  3.  That  the  question  with  a  wise  teacher  is,  What  book  is  best  suited  to  this 
scholar?  not,  Which  book  will  best  please  his  eye?  4.  That  many  branches  of  know- 
ledge, which  it  is  impossible  for  pupils  to  know,  are  treated  in  the  old  books,  and  may  not 
be  the  subject  of  a  future  one.  On  all  accounts  it  is  best  for  every  school  to  have  every 
book,  and  to  begin  with  the  beginning." 


17 

feature,  whatever  may  be  the  superiority  of  one  system  to  another,  they 
are  altogether  incapable  of  making  the  library  an  efficient  auxiliary  to 
the  teacher,  which,  as  we  have  before  shown,  is  its  great  use  and 
purpose. 

For  example.  In  a  school  we  lately  visited,  the  library  was  divided 
into  three  sections  or  departments.  The  first  was  filled  with  books  from 
24  pages  to  72 ;  the  second  with  books  from  72  to  200 ;  and  the  third 
with  books  over  200  pages,  or  such  as  are  designed  chiefly  for  adult 
readers.  From  the  first  department  children  under  seven  years  of  age 
were  directed  to  furnish  themselves — those  from  seven  to  twelve  years 
old  were  supplied  from  the  second — and  all  members  of  the  school  over 
twelve  might  select  from  the  whole  library,  but  the  volumes  over  200 
pages  were  particularly  appropriated  to  them.  In  the  first  department, 
for  the  youngest  children,  might  be  found  a  volume  on  parental  duties; 
in  the  second,  for  children  between  seven  and  twelve,  "  Porteus  on 
Popery,"  "Pastoral  Sketches,"  and  "Foster  on  Decision  of  Charac- 
ter;" and  in  the  third,  for  youth  and  adults,  "  Early  Lessons,"  "Tales 
for  the  Nursery,"  &c.  And  even  if  such  a  library  were  confined  to  the 
publications  of  the  American  Sunday-school  Union,  such  an  arbitrary 
division  would  occasion  the  most  ludicrous  (if  they  were  not  most 
melancholy)  instances  of  inconsistency.  The  "  Missionary  Manual," 
explanatory  of  the  map  of  the  world,  would  go  into  the  infant  classes, 
and  "Infant's  Progress"  and  the  "Infant's  Magazine"  would  all  but  fall 
into  the  hands  of  adults ;  while  "  Charles  Clifford,"  "  The  Only  Son," 
the  "  Life  of  Daniel,"  &c.,  would  be  excluded  from  all  pupils  under 
twelve  years  of  age ! 

In  another  school  this  plan  was  followed  into  a  much  more  minute 
division.  The  library  was  divided  into  forty-five  departments,  cor- 
responding to  the  forty-five  classes  which  composed  the  school.  Each 
department  contained  ten  or  twelve  books,  from  which  the  class  with 
the  corresponding  number  supplied  itself.  For  example :  Class  No.  16 
of  girls  supplied  itself  out  of  department  No.  16,  which  was  made  up 
as  follows: — 

Travels  of  True  Godliness,  Beloved  Disciple, 

Life  of  Boardman,  Gambier's  Guide, 

Life  of  Wilberforce,  Fireside  Piety, 

Bible  Guide,  Reformed  Family, 

Six  Months  in  a  Convent,  Henry  Martyn. 

Among  these  are  8vos.,  12rnos.,  and  18mos,;  and  the  size  ranges  from 
fifty  pages  to  five  times  fifty.  No  one  can  fail  to  see  the  entire  unsuit- 
ableness  of  such  a  selection  of  books  to  a  well-organized  Sabbath-school 
class  of  girls.  The  character  of  one  of  the  books  makes  it  improper  for 
arty  class ;  and  of  the  rest,  one  would  think  no  common  ingenuity  must 

C 


18 

have  been  employed  to  secure  in  so  small  a  compass  such  a  variety  of 
subjects,  style,  and  size.  We  need  not  multiply  illustrations  of  the 
lack  of  skill  and  good  sense  which  is  apparent  in  many  other  methods 
of  distributing  a  library.  They  were  generally  designed  to  simplify  the 
process — to  save  the  time  of  the  school — to  prevent  confusion,  or  to 
secure  a  more  thorough  reading  of  the  books.  But  they  have  failed — 
some  in  one  respect  and  some  in  another;  and  even  in  schools  where 
there  is  much  intelligence  and  piety,  and  pains-taking  in  respect  to  the 
use  of  the  library,  a  very  slight  examination  of  individual  pupils  con- 
firms the  opinion  we  just  now  expressed  that  the  prevailing  systems, 
even  when  administered  under  the  most  favourable  circumstances,  are 
radically  and  fatally  defective.  But  what  remedy  do  we  propose1?  We 
condemn  the  existing  modes.  What  better  do  we  suggest? 

We  suppose  every  Sunday-school  teacher  is  anxious  to  discharge  his 
duty  faithfully,  and  hence  he  is  disposed  to  use  every  instrument  within 
his  reach  that  promises  to  aid  him  in  the  inculcation  of  truth.  His  first 
object  is  to  make  himself  thoroughly  acquainted  with  the  character  and 
views  of  his  pupils,  and  then  to  prepare  himself,  as  far  as  possible,  to 
correct  what  is  amiss  in  them,  to  guide  them,  under  the  influences  of  the 
Holy  Spirit,  into  a  knowledge  and  belief  of  the  truth,  and  so  to  have 
them  secure  for  themselves  an  interest  in  the  great  salvation.  To  this 
end  he  endeavours  to  furnish  himself  with  a  full  knowledge  of  the  Holy 
Scriptures,  and  especially  that  portion  which  may  be  the  subject  of  a 
weekly  lesson ;  and  while  he  humbly  and  diligently  seeks  the  Divine 
influence  to  enlighten  his  own  mind,  his  conviction  is  deep  and  habitual 
that  without  that  influence  the  truth  can  never  be  made  effectual  to  the 
conversion  of  his  pupils.  Among  the  aids  which  are  offered  to  him  in  this 
high  and  solemn  vocation  is  a  Dictionary  of  the  Bible,  prepared  expressly 
and  at  great  expense  for  his  use,  containing  a  rich  fund  of  biblical  know- 
ledge arranged  under  each  important  word  of  the  sacred  volume.  Next 
is  offered  him  a  treatise  on  the  Geography  of  the  Bible,  with  maps,  &c. ; 
then  a  treatise  on  the  Natural  History  of  the  Bible,  with  explanatory  and 
illustrative  engravings;  and  a  treatise  on  the  Antiquities  of  the  Bible, 
embracing  all  the  most  important  topics  of  inquiry  respecting  the  origin, 
laws,  customs,  religion,  and  history  of  the  Jewish  nation.  These,  and  a 
variety  of  similar  works,  introduce  him  to  the  facts  of  our  holy  religion, 
and  then  are  thrown  into  his  hands  volume  after  volume,  illustrating  par- 
ticular scenes  and  incidents  of  the  sacred  history,  and  designed  to  ex- 
plain and  enforce  its  doctrines  and  precepts.  He  is  also  furnished  with 
question  books,  in  which  the  substance  of  the  Bible  is  divided  into  suit- 
able sections  for  weekly  study,  and  proper  questions  are  raised  on  each 
topic,  which  the  pupil  is  required  to  answer.  These  questions  may  be 
modified  to  any  extent,  and  they  allow  the  teacher  any  range  he  can 
wish  for  enlargement  and  illustration,  or  for  the  introduction  of  any 


19 

views  of  doctrine  or  duty  which  he  may  feel  bound  to  inculcate ;  but,  over 
and  above  all  this,  there  are  put  within  his  reach  some  four  or  five  hun- 
dred volumes,  embracing  almost  every  subject  of  Sabbath-school  instruc- 
tion, and  treating  of  them  in  almost  every  variety  of  style  and  method. 
Each  of  these  books  is  a  silent  assistant  teacher,  which  he  can  send 
home  with  his  pupil,  as  a  kind  of  closet  companion  for  himself  and  the 
whole  family,  whom  it  costs  nothing  to  entertain,  and  from  whom  he 
and  they  can  learn  more  fully  the  importance  and  bearing  of  the  great 
truths  of  religion  which  may  have  occupied  his  attention  in  the  Sabbath- 
school. 

Now,  suppose  the  teacher  to  be  very  anxious  to  preserve  the  impres- 
sion made  on  the  mind  of  a  particular  pupil  by  a  lesson  from  the  first 
fifteen  verses  of  the  third  chapter  of  John — the  discourse  between  Christ 
and  Nicodemus.  That  great  doctrine  of  regeneration  by  the  Spirit  of 
God  has  been  the  subject  of  instruction  in  the  school,  and  this  boy's 
mind  seems  to  have  been  considerably  interested  in  it.  It  is  a  critical 
moment — a  very  slight  circumstance  may  excite  still  more  his  attention, 
stimulate  inquiry,  and  deepen  impressions,  or  divert  the  mind  entirely, 
and  blast  every  hope  of  the  teacher's  heart.  Will  he  send  that  boy  home 
with  a  man  who,  he  knows,  will  talk  to  him  all  the  way  about  astronomy 
or  natural  theology,  and,  when  they  arrived  at  the  house,  show  him  pic- 
tures and  diagrams,  and  try  experiments,  &c.  Would  he  not  choose 
rather  to  give  him  the  company  of  a  judicious,  kind,  Christian  friend, 
who  would  take  an  interest  in  his  state  of  mind,  and  pursue  and  enlarge 
upon  the  great  subject  which  has  arrested  the  child's  attention,  explain- 
ing its  difficulties,  enforcing  its  vital  importance,  and  showing  its  con- 
nexion with  the  highest  and  most  momentous  interests  of  the  soul,  and 
all  this  in  a  way  far  better,  perhaps,  than  the  teacher  himself  could  hope 
to  do  it  in  ?  In  other  words  ;  shall  the  boy's  library  book  that  day  be 
the  "  Child's  Book  on  Natural  Theology"  or  "  First  Lessons  in  Reli- 
gion ?"  The  former  may  be  an  admirable  book,  and  entirely  proper  for 
a  Sunday-school  library,  but  the  question  now  respects  only  the  proper 
use  of  the  books  in  the  library,  not  what  is  proper  to  be  placed  there. 
The  teacher  knows  nothing  of  either  book,  or,  if  he  knows  them  by  the 
title  on/y,  he  may  suppose  the  former  to  be  at  least  as  suitable  to  the 
-child's  circumstances  as  the  latter.  If,  therefore,  by  any  arbitrary 
arrangement  in  the  distribution  of  the  books,  the  former  falls  to  this  boy 
rather  than  the  latter,  the  teacher  may  not  heed  it,  and  yet  the  result  of 
that  arrangement  may  affect  most  disastrously  the  eternal  well-being  of 
the  boy.  Probably  it  would  have  been  far  better  for  him  if  the  library 
had  never  been  open. 

Suppose,  however,  that  the  teacher  is  familiar  with  the  character  of 
these  two  books.  He  knows  that  "  First  Lessons"  contains  a  familiar 
and  striking  exhibition  of  the  great  doctrines  of  the  incarnation  and 


20 

atonement  of  Jesus  Christ,  and  of  the  nature  and  evidences  of  regenera- 
tion ;  and  that  if  he  can,  by  any  motive  presented  to  the  lad's  mind, 
prevail  on  him  to  take  this  book  home  and  read  it  attentively,  he  will 
probably  preserve  and  deepen  the  impression  which  he  tremblingly 
hopes  is  made  on  his  mind.  He  addresses  him  thus  : 

"  Charles,  here  is  a  little  hook  which  I  should  be  glad  to  have  you 
read.  I  have  read  it  myself  with  a  great  deal  of  interest,  and,  I  trust, 
not  without  profit.  I  have  selected  it  for  you  at  this  particular  time, 
because  I  think  it  may  be  especially  interesting  to  you  ;  and  I  will  take 
it  as  a  personal  favour  if  you  will  read  it  with  attention,  and  tell  me  next 
Sabbath  what  you  may  learn  from  it.  I  have  put  a  mark  at  two  of  the 
chapters  which  deserve  to  be  read  and  much  thought  of.  I  should  be 
glad  to  be  with  you  myself;  but  as  this  is  not  in  my  power,  I  give  you 
this  silent  but  profitable  companion,  whom  you  can  consult  at  every 
leisure  moment  of  the  week.  The  Bible  you  always  have  as  the  great 
source  of  knowledge,  and  this  little  book  is  valuable  only  so  far  as  it 
leads  you  to  the  Bible  for  direction,  and  to  the  author  of  the  Bible  for 
grace  to  help  you  in  every  time  of  need/' 

When  the  next  Sabbath  comes,  and  the  lesson  for  the  day  has  re- 
ceived due  attention,  Charles  is  called  upon  for  an  account  of  his  book, 
and  the  class  is  invited  to  attend  to  his  answer.  The  leading  subjects 
of  the  book  are  then  brought  out  to  view,  and  especially  those  of  the 
two  most  important  chapters.  The  teacher  is  enabled  to  judge  of  the 
strong  or  weak  points  in  the  pupil's  apprehension  of  truth,  to  correct 
what  is  erroneous,  and  to  establish  and  enforce  what  is  sound  and  true. 
The  rest  of  the  class  can  scarcely  avoid  being  interested  in  such  an 
examination,  and  the  fifteen  or  twenty  minutes  thus  spent  are  often 
worth  more  than  all  the  rest  of  Sabbath-school  time.  The  teacher  may, 
moreover,  so  manage  his  questions  and  answers  as  to  excite  a  desire  in 
one  or  more  of  the  other  boys  to  read  the  same  book;  and  in  the  end,  the 
contents  of  that  volume — -the  preparation  of  which  may  have  cost  months 
of  labour  and  been  attended  with  many  fervent  prayers — will  become 
the  possession  of  every  mind  in  the  class,  and  remain  so  to  the  end 
of  life. 

Perhaps  we  shall  be  told  that  all  this  looks  very  well  upon  paper, 
but  where  are  the  teachers  who  are  competent  and  willing  to  go  through 
all  this  laborious  service  T  We  ask  in  reply,  where  are  the  teachers  that 
are  willing  to  do  their  duty  ? 

We  do  not  suppose  that  Sunday-school  teachers  can  serve  two  masters 
any  more  than  other  Christians,  nor  would  we  impose  upon  them  double 
duty  to  one  master.  If  the  teacher's  time  is  to  be  divided  between  one 
meeting  on  this  evening  and  another  on  that — now  distributing  tracts 
and  now  collecting  subscriptions — here  a  committee-man,  and  there  a 
director  or  manager,  and  here  again  a  secretary,  it  is  to  be  expected  that 
he  will  do  nothing  as  it  should  be  done.  The  Sabbath-school  system 


21 

never  was,  and  never  can  be,  sustained  and  carried  out  by  such  labours. 
It  must  have  undivided  strength  and  undivided  affection — men  and 
women  must  enter  into  it  with  all  the  heart,  and  he  diverted  by  nothing 
but  the  absolute  interposition  of  Providence  to  suspend  their  labours  or 
call  them  away. 

Perhaps,  however,  it  may  seem  to  some  who  admit  the  reasonable- 
ness of  our  views,  utterly  impracticable  to  obtain  such  a  knowledge  of 
the  library  as  is  above  supposed,  even  with  all  the  attention  they  can 
bestow  ;  but  we  believe  there  are  very  few  who  could  not  obtain  it  with 
ease,  if  they  felt  its  importance  and  had  a  mind  to  the  work. 

We  will  suppose  a  teacher  to  be  just  commencing  his  official  labours. 
He  has  a  class  of  eight  boys,  from  ten  to  thirteen  years  of  age,  all  able 
to  use  the  library.  He  is  occupied  in  a  business  that  consumes  all  his 
time  day  by  day.  The  evenings,  however,  are  his  own,  though  for  most 
of  them  he  has  indispensable  employments,  at  lectures,  prayer  meetings, 
teachers'  meetings,  social  duties,  and  private  business,  so  that  there  is 
left  for  him  not  more  (say)  than  five  hours  in  the  week  in  which  to  pre- 
pare himself  for  his  Sabbath-school  labours.  Three  hours  of  that  time 
must  be  given  to  the  lesson,  and  the  other  two  will  be  left  for  the 
library.  Now,  there  are  nearly  200  bound  books  on  the  catalogue  of 
the  American  Sunday-school  Union  alone,  ranging  from  36  to  126  pages, 
with  any  one  of  which  a  teacher  of  ordinary  abilities  can  make  himself 
acquainted  in  two  hours.  Of  some  of  them  he  could  read  two  or  three 
volumes  every  week.  For  the  first  week,- let  him  take  "The  Watch 
Chain,"  (54  pp.);  2d  week,  "Bad  Boy's  Progress,"  (54  pp.);  3d 
week,  "  Harvest,"  (54  pp.)  ;  4th  week,  "  Memorial  for  Sunday-school 
Boys,"  (72  pp.) ;  5th  week,  "  Robert  Benton,"  (72  pp.) ;  6th  week, 
"  The  Good  Son,"  (72  pp.)  ;  7th  week,  "  Christ  our  Saviour,"  (72  pp.) ; 
and  8th  week,  "The  Bible  is  True,"  (90  pp.)  This  series  we  might 
extend  to  the  fifty-two  weeks  of  the  year  were  it  necessary,  but  our  pur- 
pose will  be  answered  by  the  term  of  eight  weeks,  corresponding  to  the 
number  in  the  class.  Having  read  "The  Watch  Chain"  carefully,  so  as 
to  retain  in  his  memory  a  general  impression  of  its  leading  incidents 
and  design,  he  says  to  one  of  the  class,  "  John,  I  have  selected  a  library 
book  for  you,  which  I  have  read  with  some  care ;  I  wish  you  to  read  it 
carefully,  and  tell  me  next  Sabbath  what  you  think  about  it.  If  there  is 
any  thing  in  it  which  you  think  wrong,  or  which  you  do  not  understand, 
1  shall  expect  you  will  tell  me  what  it  is."  So  he  gives  John  the  book, 
and  takes  home  for  himself  "  The  Bad  Boy's  Progress,"  which  he  exa- 
mines in  like  manner.  When  the  Sabbath  comes,  John  is  there  with 
his  book,  on  which  he  is  examined  sufficiently  to  determine  whether  he 
has  read  it  properly,  arid  the  opportunity  is  improved  to  correct,  explain, 
illustrate,  or  enforce  the  truth,  as  circumstances  may  require,  not  to  him 
only,  but  to  the  whole  class. 


22 

"  The  Watch  Chain"  is  then  given  to  Thomas,  and  the  "  Bad  Boy's 
Progress"  to  John.    As  two  boys  are  to  be  examined  on  their  books  the 
next  Sabbath,  the  time  for  each  must  be  apportioned  accordingly  ;  and 
when  the  series  of  eight  books  is  finished,  it  may  not  be  practicable  to 
do  any  more,  ordinarily,  than  simply  ask  three  or  four  general  questions 
of  each  boy.     As  for  example :  on  the  book  for  the  eighth  week,  "  The 
Bible  is  True,"  the  pupil  might  be  asked  why  the  fulfilment  of  prophecy 
is  an  evidence  of  the  truth  of  the  Bible  1    And  what  one  prophecy  he 
can  name  that  has  been  remarkably  fulfilled  ?    Two  questions  like  these 
would  sufficiently  test  his  knowledge  of  the  volume.    And  if  in  any  case 
it  appeared  that  due  attention  had  not  been  given  to  it,  the  book  should 
be  left  in  his  hands  until  it  is  properly  read.     If  this  stock  of  eight 
books  has  been  judiciously  selected,  it  will  last  this  class,  by  inter- 
changes, until  the  teacher  has  an  opportunity  to  examine  another,  and, 
if  he  pleases,  a  larger  series;  as  the  Life  of  Edwards,  Oberlin,  Spener, 
Knox,   Newton,  Thomason,    Brainerd,    Eliot,    Pearce,   The   Harvey 
Boys,  The  Ringleader,  &c.     These  open  a  much  wider  and  more  inte- 
resting field  of  inquiry ;  and,  if  it  were  necessary,  he  could  now  and 
then  lay  hold  of  a  new  book,  and  prepare  himself  in  the  same  way  to 
make  it  useful  to  his  class.     In  cases  of  particular  interest,  like  the  one 
supposed  a  few  moments  since,  he  must  vary  his  course ;  and  where  an 
extraordinary  case  is  to  be  provided  for,  the  ordinary  routine  must  be 
temporarily  interrupted.     If  it  should  be  asked,  how  we  would  supply 
the  wants  of  several  teachers  who  may  all  fix  their  eye  on  one  volume 
for  a  like  purpose  1  we  would  reply,  that  there  are  several  books  in 
every  well-selected  Sunday-school  library  that  treat  more  or  less  fully 
on  the  particular  doctrines  of  salvation.     It  is  not  probable  that  several 
minds  would  be  found  in  precisely  the  same  stage  of  impressions  on  the 
same  Sabbath ;  and  whenever  the  general  state  of  the  school  is  one  of 
deep  and  anxious  solicitude  about  the  soul,  it  is  not  probable  that  godly 
teachers  or  sincere  inquirers  would  be  conversant  with  much  else  besides 
the  Bible  and  the  place  of  prayer. 

It  will  be  observed  that  we  have  supposed  the  case  of  one  whose 
time  is  very  limited.  Most  teachers,  especially  females,  need  find  no 
difficulty  in  keeping  ahead  of  their  classes  in  the  use  of  the  library  ;  and 
at  any  time  the  reading  of  the  class  can  be  suspended  a  while,  to  afford 
the  teacher  an  opportunity  to  secure  this  advantage. 

We  hold,  that  such  a  kind  and  degree  of  knowledge  of  the  library, 
as  has  been  supposed,  is  essential  in  the  teacher  in  order  to  the  proper 
use  of  the  library  by  the  pupil,  because  no  less  will  enable  the  teacher 
to  select,  direct,  and  improve  the  pupil's  reading.  The  office  of  librarian 
in  a  Sabbath-school  is,  for  the  most  part,  merely  mechanical.  He  enters, 
arranges,  and  distributes  the  books,  and  keeps  them  in  due  order.  But 
as  to  any  knowledge  of  the  contents  of  this  or  that  particular  volume,  or 


23 

of  the  relative  fitness  of  books  and  their  readers,  few  librarians  would 
make  the  least  pretension,  or  could  maintain  it  if  they  did.  In  truth,  it 
is  in  the  nature  of  things  impossible  that  the  librarian  can  know  the  cha- 
racter, circumstances,  and  attainments  of  sixty  children,  so  as  to  be  able 
to  determine  what  book  is  suitable  for  them  each  Sabbath,  whatever 
might  be  his  knowledge  of  the  books  themselves.  The  teacher,  and  he 
alone,  possesses,  or  should  possess,  the  proper  knowledge  of  both.  There 
is,  therefore,  no  alternative.  If  the  teacher  is  not  familiar  with  the  books, 
at  least  sufficiently  so  to  make  it  his  intelligent  and  seasonable  auxiliary ; 
the  library,  that  most  important  and  expensive  appendage  of  the  school, 
must  be  of  very  limited,  uncertain,  and  temporary  value  to  the  pupils. 
It  is  worthy  of  particular  remark  in  this  connexion,  that  every  term  of 
three  or  four  years  makes  an  entire  change  in  the  face  of  the  school. 
Perhaps  one-half  of  the  children  who  have  had  the  advantages  of  the 
library  have  gone  away,  and  their  places  are  supplied  by  others  to  whom 
the  old  books  are  all  new.  Of  course  the  labour  of  the  teacher  is  not  to 
be  repeated  with  every  successive  rank  of  pupils.  The  teacher  who  is 
once  acquainted  with  two  or  three  hundred  standard  volumes,  and  who 
adds  to  this  stock  fifteen  or  twenty  new  books  in  a  year,  need  not  fear 
any  deficiency  in  this  branch  of  his  qualifications. 

If  it  should  be  said,  that  though  the  attainment  of  such  a  knowledge 
of  the  library,  as  we  would  require,  is  practicable,  yet  it  imposes  alto- 
gether too  severe  a  task  upon  teachers  ;  we  reply,  that  if  our  libraries 
are  to  contain  one  or  two  thousand  volumes,  this  objection  would  cer- 
tainly be  very  forcible;  and  we  will  even  admit  that,  on  the  reduced 
scale  which  we  propose,  a  much  more  laborious  and  systematic  attention 
would  be  required  of  teachers  than  is  now  generally  bestowed.  But 
though  the  process  would  be  slow,  and  perhaps  months  might  elapse 
before  it  could  be  made  of  practical  advantage,  yet  the  result  would  be 
worth  all  it  could  cost,  and  much  more.  It  increases  the  teacher's  power 
and  influence  beyond  all  estimate;  it  economizes  time,  money,  and  in- 
tellectual labour,  and  gives  efficiency  and  endless  utility  to  what  is 
otherwise  of  little  more  than  nominal  advantage  to  the  school.  And  in 
a  negative  view,  we  avoid  the  necessity  of  very  large  libraries,  obtained 
at  great  expense  not  of  money  only,  but  of  care  and  discrimination  in  the 
selection  of  books,  and  after  all  at  great  hazard  ;  managed  with  great 
loss  of  time  and  labour,  so  great  as  to  have  occasioned,  in  many  instances, 
an  abandonment  of  the  whole  thing  ;  and  distributed  without  just  refer- 
ence to  the  age,  capacity,  or  circumstances  of  the  pupils;  often  furnish- 
ing to  the  youngest  that  which  is  fit  only  for  the  eldest,  to  the  ignorant 
that  which  will  profit  only  the  intelligent,  and  to  the  most  thoughtless 
that  for  which  only  the  most  reflecting  have  any  taste.  So  that  if  we 
would  secure  for  the  teacher,  in  the  most  direct  and  certain  way,  the 


24 

proper  fruit  of  his  labours,  we  would  persuade  him  to  adopt  what  is  here 
presented  as  the  better  plan. 

If  he  is  disposed  simply  to  retain  his  place  as  teacher,  caring  nothing 
for  the  result  of  his  teaching,  and  giving  himself  no  anxiety  lest  his 
negligence,  or  indolence,  or  unskilfulness  should  make  it  vain,  or  worse 
than  vain,  no  exhibition  of  his  duty,  however  just  and  appropriate,  would 
be  likely  to  excite  him. 

If,  on  the  other  hand,  he  is  engaged  with  his  whole  heart  in  the  great  and 
good  work,  and  is  only  anxious  to  know  how  he  can  most  acceptably 
fulfil  his  obligations  to  his  Lord  and  Master,  we  shall  depend  on  his 
diligent  and  prayerful  consideration  of  the  views  we  have  now  suggested. 
Our  motto  should  be,  "  On — unto  perfection."  (Heb.  vi.  1.)  Though 
some  one  of  the  present  methods  of  distributing  library  books  may  be 
very  good,  in  many  respects,  still  if  there  is,  or  may  be,  a  better,  let  U8 
look  carefully  until  we  find  it.  And  if  some  of  the  views  we  have  pre- 
sented in  this  article  shall  be  found  defective  or  erroneous,  or  should 
seem  to  involve  too  much  change,  let  them  be  diligently  examined  by  the 
light  of  truth  ;  and  whatever  is  unsound  and  fallacious,  give  to  the  winds. 

Christian  men  and  women,  we  are  associated  together  in  the  great  and 
glorious  design  of  diffusing  a  knowledge  of  Christ  and  of  his  salvation 
among  the  children  and  youth  of  our  country,  and  indeed  through- 
out the  world.  Such  views  have  now  been  suggested  respecting  one  of 
the  most  important  agencies  within  our  control,  as  the  observation  and 
experience  of  a  single  individual  have  furnished.  If  they  commend 
themselves  to  the  conscience  and  good  sense  of  those  who  purchase  or 
use  Sunday-school  libraries,  we  shall  hope  to  see  them  adopted.  At  all 
events,  let  but  the  benign  influence  of  the  gospel  extend  from  shore  to 
shore,  and  from  pole  to  pole,  and  we  would  be  well  content  to  let  our 
plans  for  its  propagation  die  and  be  forgotten* 


RETURN       LIBRARY  SCHOOL  LIBRARY 

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1  DUE 

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LOW 

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DEC  2  01988 

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FORM  NO   DD  18,  45m    6'76          UNIVERSITY  OF  CALIFORNIA,  BERKELEY 

BERKELEY,  CA  94720 


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U.C.  BERKELEY  LIBRARIES 


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